Turkish Education System Research Articles

Primary school teachers opinions on Turkish activity and workbook materials prepared for refugee students in Turkey

As part of the project to support inclusive education for multilingual refugee children in the Turkish education system, books have been prepared with the support of the European Union to teach the Turkish language effectively. These books are distributed free of charge to students included in the PIKTES+ Project scope and are also available for free download to the public on the ministry's website. The teaching textbooks aim to assist teachers and students by providing information, correcting misinformation, promoting scientific thinking, and developing desired attitudes and behaviors. In this context, the purpose of this study is to examine the "Turkish Activity Book for Foreign Students," "Turkish Exercise Book for Foreign Students," and "Turkish Workbook for Foreign Students" prepared for refugee students based on the opinions of primary school teachers. The research was conducted as a case study, a type of qualitative research method. The study group consisted of 12 primary school teachers who continued their duties in the Beylikdüzü district of Istanbul during the 2023-2024 academic year. Criterion sampling, one of the purposive sampling methods, was used to select the study group. Data obtained from the interviews were evaluated through content analysis. The interview questions were designed and implemented to determine the opinions of primary school teachers regarding the appropriateness of the activities and content in the respective books for helping refugee students acquire the four basic skills in Turkish (reading, writing, listening, and speaking).

Revisiting education resilience of Syrian children in Turkish education ecosystem

Resilience is studied by researchers from various disciplines such as psychology, psychiatry and biological disciplines. Though the resiliency literature has expanded to a considerable extent, only a few studies have examined the resiliency patterns in child asylum-seekers/refugees. Using the constructivist perspective, the aim of the research to identify whether Syrian asylum-seeker children are able to develop resilience in Turkish education system. The date for this research were collected through a comprehensive field work based on interviews with a total of 100 Syrian children who are in the Turkish education system aged 13–18 living in Turkey, Kocaeli province. In the study, participants identified eight resilience strategies to deal with current traumatic stress generators and five education resilience parameters. These strategies positively influenced Syrian children to strengthen their sense of belonging, self-confidence and self-esteem. Based on the results, 64.4% of the participants believed that education is a significant tool to deal with struggles in host society; 60.6% stated education enabled them to find out their abilities; 81.6% emphasized if they did not join a class, they could feel more anxious and depressed; 82.2% reported that they have a fulfilling relationship with their teachers, 88.9% stated that they feel safe at school environment.

RETRACTION NOTICE: Türkiye’s Efforts for the Education of Syrian Children: Ministry of National Education Project on Promoting Integration of Syrian Kids into the Turkish Education System

RETRACTION NOTICE: Türkiye’s Efforts for the Education of Syrian Children: Ministry of National Education Project on Promoting Integration of Syrian Kids into the Turkish Education System

Access to Education of Syrians under Temporary Protection in the Changing and Developing Turkish Education System: Barriers and Suggestions

The Turkish education system adopts an inclusive approach for individuals from different cultures. However, Syrian children face various barriers such as language barriers, economic difficulties, social cohesion and cultural differences. Language barriers make it difficult for Syrian children, especially those who speak Arabic, to adapt to the Turkish education system. Economic difficulties make it difficult for families to send their children to school, while cultural differences and social cohesion problems make it difficult for children to be socially accepted in schools. This article addresses the issue of access to education for Syrian children under temporary protection in Türkiye. In the article, the general development and change of the Turkish education system is explained and the difficulties faced by Syrians under temporary protection in the education process and the solutions to these difficulties are analysed. These suggestions include the development of language education programs, improvement of legal regulations and policies, reduction of education costs and awareness raising activities to increase social cohesion and cultural sensitivity. It is also emphasised that more comprehensive and sustainable policies should be implemented to support the integration of Syrian children into the Turkish education system. It is considered that the Learning and Adaptation Together Program (LEAP) proposed by us will accelerate the access of Syrians under temporary protection to education and contribute to social cohesion.

Examination of the attitudes of prospective teachers toward the history of Turkish education course according to different variables

The History of Turkish Education (HTE) course is a course designed to present the transformation of the Turkish education system based on social, economic, and political changes for prospective teachers and ensure that prospective teachers interpret the present and the future accurately by understanding the past. As in other courses, it is needed to identify various qualities such as attitudes toward the HTE course, self-efficacy, interests, and beliefs and keep these qualities in mind during the conduct of the course. These qualities will increase efficiency in the learning and teaching process. This study aimed to investigate attitudes toward the HTE course, which is offered at faculties of education, according to different variables. The correlational method, which is a quantitative research method, was used in the study. The sample of the study consisted of 363 prospective teachers receiving education at various departments and various class levels at the education faculty of a state university in the 2022-2023 academic year. To identify the attitudes of the participants toward the HTE course, a personal information form prepared by the researchers, the “Attitude Scale regarding the History of Turkish Education Course”, and the “Maggie McVay Lynch Learning Style Inventory” were used. Frequencies, percentages, mean values, independent-samples t-test, one-way analysis of variance (ANOVA), and post hoc tests were used in the analyses of the collected data. According to the results of the study in general, prospective teachers had above-average positive attitudes toward the HTE course, their attitudes toward the course did not differ significantly based on gender, department, class year, or grade point average, but they differed based on their learning styles. The obtained results were discussed alongside the results of previous studies, and various recommendations were proposed.

Readability of Patient-Reported Outcome Measures Used in Voice Disorders

ObjectivesThis study aims to evaluate Turkish patient-reported outcome measures (PROM) used in voice disorders using different readability formulas and to examine the relationship between text-based features and readability values. Study DesignA search was conducted to identify published Turkish PRO questionnaires related to dysphonia that are completed by patients. MethodsSearch was conducted to identify published PROM related to dysphonia that are completed by patients in a self-administered format. Reading grade levels were analyzed for voice-related PROM using the Ateşman readability and the Bezirci-Yılmaz new readability formulas as computed by a readability calculations software package. Text-based quantitative features are obtained. Descriptive statistics were also computed across the questionnaires. ResultsA total of 14 PROMs were found. In the analysis, the mean of the Ateşman readability values of the PROM was calculated as 70.66 (±5.55). This value is defined as 'easy', according to the Ateşman readability measures. The average Bezirci-Yılmaz new readability value is 6,03 (±1,07). This value corresponds to the 6th grade reading level in the Turkish education system. ConclusionsResults show that more than half of the PROMs in the Turkish language have the recommended reading level. PROMs allow healthcare professionals to objectively understand the patient's symptoms, both qualitatively and quantitatively. Therefore, it is critical that patients accurately understand and respond to these outcome measures. This is why developers should consider reading as a testable structure. Speech and language therapists should consider the reading level required to understand a specific PROMs in order to obtain the most useful information for treatment planning and outcome assessments.

Village Education in The Journal of Eğitim Hareketleri (1955-1960)

Since the first years of the Republic, various policies have been developed to enable citizens to contribute to the economic, social, and cultural life of the country. Education was seen as the most important means for the success of these policies and projects were designed to educate the villagers, who constitute most of the population. Policies developed for village education during the single-party period continued during the Democratic Party period. However, the new government produced new projects in line with its own policies and made radical changes in the institutions and organizations within the old policy. This change was felt especially in primary education, religious education, and village institutes. In the first years of the Democratic Party's rule, various media outlets emerged thanks to the freedom it provided to the press. One of these publications is The Journal of Eğitim Hareketleri, which started its publication life in 1955 by Hıfzırrahman Raşit Öymen. The Journal has tried to produce solution suggestions by addressing the problems that the Turkish education system has encountered since the first years of the Republican Era. The journal includes articles by foreign and local educators, as well as literary experts, theologians, historians, and sociologists who are experts in their fields. It is seen that The Journal of Eğitim Hareketleri also attaches importance to villages and education in villages. The Journal includes the policies implemented during the Single Party and Democrat Party periods regarding the enlightenment of the villagers and the education of the village children. In this context, the problems of village schools and village teachers and the place of village children and villagers in the Turkish education system are discussed. In this study, it was tried to reveal how the issue of education in the village was managed in The Journal of Eğitim Hareketleri during the Democratic Party period

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Wors: Educational Management, Analytical Thinking, Teaching Strategies

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Words: Educational Management, Analytical Thinking, Teaching Strategies

Türkiye’s Efforts for the Education of Syrian Children: Ministry of National Education Project on Promoting Integration of Syrian Kids into the Turkish Education System

Türkiye’s Efforts for the Education of Syrian Children: Ministry of National Education Project on Promoting Integration of Syrian Kids into the Turkish Education System

Perspectives on immigrant students: insights from school administrators within the Turkish education system

ABSTRACT This study intends to shed light on the perspectives of school administrators regarding children of immigrant families in the Turkish educational landscape. The study employs a descriptive phenomenological approach. Data were collected through face-to-face interviews with 17 public school administrators in Turkey. A content analysis methodology was employed for data analysis. According to the findings, immigrant students in Turkish schools face educational challenges due to language barriers, unfamiliarity with laws, and socio-economic factors. The findings recommend organizing educational sessions for school personnel, local students, and their families on fostering positive interactions with immigrant students and their peers.

Examining Pre-Service Teachers' Perspectives on Culturally Responsive Education Using Q Methodology

With globalization and migration, there is a rapid increase in cultural diversity in schools. Therefore, pre-service teachers' awareness, knowledge, and skills about cultural responsiveness and how to reflect them in the classroom environment have become important issues. This study aimed to explore the impact of a culturally responsive education course on pre-service teachers' views on culturally responsive education through Q methodology. The data collection tool utilized in the study was the "Q Set Statements on Culturally Responsive Education" grouped by the researchers under the sub-themes of awareness, knowledge, skills, and pedagogy. Data from the study group consisting of 39 volunteer pre-service teachers who took the culturally responsive education course were obtained through the HtmlQ program. Using the quantitative data obtained from the factor analysis and the qualitative data obtained from the semi-structured interviews, it was revealed that the pre-service teachers had three different subjective views on the effects of the culturally responsive education they participated in (a) Knowledge-Based Development (b) Awareness-Based Development and (c) Pedagogical Skills-Based Development. The results of the study point to valuable recommendations for culturally responsive teacher educators, pre-service teachers, and the Turkish education system.

Sınıf Öğretmenlerinin Sınıflarında Bulunan Geçici Koruma Altındaki Sığınmacı Öğrencilere İlişkin Metafor Algılarının Araştırma Bulgularının Değerlendirilmesi

In this study, it was aimed to explain the perceptions of classroom teachers with different experiences towards foreign students under temporary protection in their classrooms using a metaphor, and the study was conducted in order to evaluate the research findings. As it is known, the increasing number of people seeking refuge in Turkey by fleeing the unfavorable conditions experienced in their countries and the process of including children who come with this migration movement into the Turkish education system has caused us to bring many issues to the agenda. The aim of this research is to examine the perceptions of classroom teachers towards foreign students who are in their classrooms and are under temporary protection through metaphors. In line with this purpose, ‘Which metaphor explains the classroom teachers' perceptions of students under temporary protection?' the question has been determined as a research question. Qualitative research approach and phenomenology design were used in the research. The study group of the study was selected according to the easily accessible case sampling method from the sampling methods. The study group of the research consists of 5 female and 5 male volunteer teachers working as classroom teachers in a public school in Başakşehir district of Istanbul province in the 2023-2024 academic year. A questionnaire consisting of 2 parts was given to the classroom teachers participating in the study. In the first part of the survey, demographic information of the participants is requested, while in the second part they are like ‘My foreign student who is in my class (...). Because (...) he was asked to fill in the empty places left in his statement and express the foreign student who was in his class through metaphor. It was stated to the participants that the phrase foreign student found in the survey refers to asylum-seeking foreign students who are under temporary protection in their classrooms. During the study process, contributions were made to the process by all participants. The necessary works have been completed on time in order to avoid any disruptions. The content analysis method was used in the analysis of the collected data. 10 Different metaphors were obtained from a total of 10 classroom teachers, 5 women and 5 men, volunteers participating in the research. The metaphors used by classroom teachers and their explanations were examined and these metaphors were grouped under 4 categories as ‘damaged’, ’the result of which will be determined over time,’ ‘in need of support’, ‘incompatible/challenging/not belonging.’ When the categories created are examined, it is seen that the most metaphors are collected under the category of “incompatible / challenging / not belonging.” Key Words: Classroom Teacher, Foreign Student, Temporary Protection, Asylum Seeker, Research Findings

Sınıf Öğretmenlerinin Sınıflarında Bulunan Geçici Koruma Altındaki Sığınmacı Öğrencilere İlişkin Metafor Algılarının Araştırma Bulgularının Değerlendirilmesi

In this study, it was aimed to explain the perceptions of classroom teachers with different experiences towards foreign students under temporary protection in their classrooms using a metaphor, and the study was conducted in order to evaluate the research findings. As it is known, the increasing number of people seeking refuge in Turkey by fleeing the unfavorable conditions experienced in their countries and the process of including children who come with this migration movement into the Turkish education system has caused us to bring many issues to the agenda. The aim of this research is to examine the perceptions of classroom teachers towards foreign students who are in their classrooms and are under temporary protection through metaphors. In line with this purpose, ‘Which metaphor explains the classroom teachers' perceptions of students under temporary protection?' the question has been determined as a research question. Qualitative research approach and phenomenology design were used in the research. The study group of the study was selected according to the easily accessible case sampling method from the sampling methods. The study group of the research consists of 5 female and 5 male volunteer teachers working as classroom teachers in a public school in Başakşehir district of Istanbul province in the 2023-2024 academic year. A questionnaire consisting of 2 parts was given to the classroom teachers participating in the study. In the first part of the survey, demographic information of the participants is requested, while in the second part they are like ‘My foreign student who is in my class (...). Because (...) he was asked to fill in the empty places left in his statement and express the foreign student who was in his class through metaphor. It was stated to the participants that the phrase foreign student found in the survey refers to asylum-seeking foreign students who are under temporary protection in their classrooms. During the study process, contributions were made to the process by all participants. The necessary works have been completed on time in order to avoid any disruptions. The content analysis method was used in the analysis of the collected data. 10 Different metaphors were obtained from a total of 10 classroom teachers, 5 women and 5 men, volunteers participating in the research. The metaphors used by classroom teachers and their explanations were examined and these metaphors were grouped under 4 categories as ‘damaged’, ’the result of which will be determined over time,’ ‘in need of support’, ‘incompatible/challenging/not belonging.’ When the categories created are examined, it is seen that the most metaphors are collected under the category of “incompatible / challenging / not belonging.” Key Words: Classroom Teacher, Foreign Student, Temporary Protection, Asylum Seeker, Research Findings

Investigation of Burnout Levels of Teachers Working in Teaching Turkish to Foreigners

The burnout levels of teachers who play an important role in education have an important value in conducting the education process well. Conducting the process of teaching Turkish to foreigners on a qualified basis is directly related to the burnout level of teachers. For this reason, the aim of this research is to determine the burnout levels of teachers working in teaching Turkish to foreigners within the scope of the Project on Supporting the Integration of Syrian Children into the Turkish Education System (PIKTES), in line with the departments they graduated, their terms of office, their genders, the periodicals they follow for teaching Turkish to foreigners, and the education they received outside of in-service training is to determine. The sample of the research consists of 218 teachers working in PIKTES (MEB, 2018). The Maslach Burnout Scale, which was adapted into Turkish by Ergin (1992), and personal information form was used. According to the results of the research conducted with the relational scanning model, the burnout levels of female teachers are higher. Emotional burnout levels of participants who do not receive additional education services are higher. The burnout levels of teachers who graduated from Classroom Teaching and Turkish Language and Literature department/teaching are higher than Turkish teachers. The burnout levels of teachers with 1-2 years of experience are higher than those of teachers with 3-4 and 5-6 years of experience. Based on these results, various suggestions were made to provide a more qualified education-teaching environment.

Points of Incompatibility Between the Turkish Education System and Human Resources Management

This study aims to explain the reasons for the difficulties in the implementation of Human Resources Management (HRM) in the Turkish education system by revealing the incompatibilities between them. A literature review and document analysis on official statistics, laws, and newspapers were conducted. First, we reviewed the implementation of HRM functions in Turkey. After that, we tried to reveal its basic features by examining the factors that led to the emergence of HRM in the historical process and the new forms it took over time. In addition, we examined the effects of neoliberal policies on the working conditions of teachers in public and private schools. We discussed the working conditions of teachers in public and private schools in Turkey separately. As a result of the review, we argue that acting in line with the efficiency/success target and the contradictions between Industrial Relations and HRM are among the main reasons for the incompatibility between the education system and HRM in Turkey.

School Dropout Causes in Turkish Education System (2009-2022): A Pareto Analysis by Grade Level

The aim of this research is to examine the reasons for school dropout occurring at varying education levels in the Turkish education system (TES). In this direction, research on school dropout pertaining to TES has been targeted. The systematic data analysis method was used in the research. 47 studies suitable for the purposes of the study were analyzed through content analysis. A total of 290 coding processes were carried out. According to the results of the research, the family factor comes to the fore in the causes of school dropout in primary education in TES. The inadequacy of families’ financial situation and low interest in education are effective. At the high school level, students' academic failure, absenteeism, peer pressure, and indifference of families appear as the causes of school dropouts. In higher education, difficulties learners experience in adapting to novel social environments, academic failure, financial problems and the thought of being a misfit for the selected department seem to be amongst the causes of school dropout. In the other group, the reasons of dropping out are determined as academic failure, financial difficulties, early marriages, dislike of school, indifference of family, negative effects of friend groups and indifference towards school.

School Administrators’ and Teachers’ Views on Change Fatigue: Turkish Educational System Case

The main purpose of this study was to determine school administrators and teachers’ views on change fatique in education. The research was conducted with a qualitative research method. The study employed a phenomenological research design. The participants of the research were 10 school administrators and 15 teachers determined with purposive sampling technique. The data were collected with semi-structured interview technique and analyzed with content analysis technique. In this process, main themes, sub-themes and codes were developed. The research results revealed that both school administrators and teachers have experienced too many changes without getting informed, prepared, trained and motivated accordingly. These frequent changes create change fatigue, pressure and stress on both school administrators and teachers. In addition, as they do not participate in decision-making process of these changes, they are not implementing these decisions willingly. It is recommended that school administrators and teachers should participate in decisions, be supported, informed and trained about the change process.

Evaluating Crisis Management Performance of Turkish School Administrations: Covid-19 Pandemic

In this study, the crisis management performance of the Turkish Education System and School Administration in the case of the Covid-19 Pandemic was evaluated by considering the importance of post-crisis evaluation and research gap. For this purpose, qualitative (N=17) and quantitative (N=444) data of the experiences and opinions of school administrators working in formal compulsory schools selected by purposeful, random and available sampling techniques from different provinces representing first-level statistical regions were evaluated. Crisis management performance evaluation criteria, which were created by a literature review, were utilized in the evaluation. Semi-structured interviews and questionnaires were used to collect data. We implemented both content analysis and descriptive statistics in line with the mixed method exploratory sequential research design. We first carried out the content analysis then, we investigated the prevalence of the matter by surveying. At the last phase of the analysis, we synthesized the qualitative and quantitative results. At the end of the study, it was observed that the crisis management practices of the Turkish Education System were not based on a long-term foresight, no preliminary preparation was made, and the problems in performing the basic functions during the crisis could not be completely resolved. For this reason, it has been concluded that the performance of the Turkish Education System and school administrations in managing the crisis is low.

Invisible Educators: Understanding the Role and Impact of Casual Relief Teachers in Turkish Schools

Casual relief teachers (CRTs) are teachers who take the place of regular classroom teachers (RCTs) in primary schools when they are absent from school for various reasons such as illness, professional development activities, or annual leave. Casual relief teaching, which is not defined as an official duty in the legislation of the Turkish education system, usually occurs when surplus teachers nominated to the provincial order are assigned to crowded schools in provincial district centers. CRTs contribute to the sustainability of education activities in the absence of RCTs. The working conditions of these teachers vary, and they teach in different grade levels. In this study, the working conditions of CRTs in the context of the Turkish education system are analyzed from the perspective of different stakeholders. This study was conducted with the phenomenological research design, one of the qualitative research designs. The participants of the study consisted of school administrators (principals and vice principals), RCTs, CRTs and parents. The data obtained through qualitative interviews using individual semi-structured forms were analyzed using the content analysis method. According to the findings, CRTs were found to suffer from not having a fixed classroom, not being able to adapt to different teaching methods, experiencing various problems in classroom management, and facing disrespect from their colleagues from time to time. While serving as a CRT is an advantage for some CRTs due to family reasons, disadvantages occur in terms of having problems adapting to the school culture and forming organizational commitment. RCTs see CRTs as an important part of the education system and think that they contribute to the sustainability of teaching processes. School administrators, on the other hand, see CRTs as useful stakeholders of the school system. For school administrators, CRTs contribute to the school in terms of providing teacher flexibility and sometimes helping with administrative tasks.