A study of evaluation of the 4+4+4 system based on teacher opinions

The study examines the 4+4+4 education system implemented in Turkey as of the 2012-2013 academic year. In this context, the changes made in the Turkish education system with the new implementation are discussed in detail, and the middle school level, which is the second stage of the new system, is determined as the focal point. In this stage, emphasis is placed on the changes experienced by 5th-grade students, and this aspect is given importance. Accordingly, the situations and challenges faced by 5th-grade students and teachers teaching at this level with the implementation of the new system are analyzed. In this study, which was conducted based on teachers' opinions, criterion sampling, one of the purposeful sampling methods, was chosen as the study group. In line with this, interviews were conducted with 20 teachers who have at least 15 years of professional experience. The collected data were analyzed using descriptive and content analysis methods. Pre-prepared questions were posed to the teachers, the interviews were recorded, and subsequently subjected to analysis. According to the research findings, pedagogical, psychological, and emotional adjustment problems were observed in students with the 4+4+4 education system. Key shortcomings of the system highlighted include 5th-grade students starting middle school early, curriculum issues, and a lack of in-service training for teachers. On the other hand, dividing school buildings according to educational levels yielded positive results. The research findings indicate the necessity of implementing effective and lasting reforms with the participation of all educational stakeholders to resolve the identified problems within the 4+4+4 education system. It's recommended that educational stakeholders provide transparent and clear information to the public regarding the reasons for reopening Imam Hatip middle schools. Keywords: 4+4+4, Education, Student, Teacher, System