Teachers views on career ladders

ABSTRACT EDUCATİONAL MANAGEMENT TEACHERS VIEWS ON CAREER LADDERS ELİF ÖZTÜRK The purpose of this research is to understand and analyze teachers' views, experiences, and perceptions regarding career ladder stages. This research was conducted within the framework of a case study model, appropriate for qualitative research design. The study group consists of a total of 24 teachers working in public schools under the Ministry of National Education in Ordu province during the 2024-2025 academic year. This group includes 8 teachers, 8 expert teachers, and 8 senior teachers. The maximum variation sampling method, which is frequently used in qualitative research, was employed in selecting the study group. In this context, participants were chosen from among the volunteer teachers in a way that reflects diversity in variables such as gender, age, job seniority, and school type. Data was collected through a semi-structured interview form. The data was analyzed using descriptive content analysis, which is appropriate for qualitative research. During the analysis process, themes, sub-themes, and codes were derived. The findings are presented in tables, and direct quotes from participants are included to reflect their views. The results of the study were categorized into the following themes: main sources of motivation, perceived inequalities and injustice in the application, relationships among colleagues, the meaning of career advancement stages, and emotional effects. According to the results, the transparency of the career advancement process can increase trust and strengthen motivation among teachers. Changes in titles and salary increases should be determined based on fair and clear criteria, and integration with professional development should be ensured. Furthermore, flexibility and diversified criteria should be introduced in the career advancement stages and mentoring and support programs should be established. Communication and teamwork should be encouraged, and student feedback should contribute to teachers' development. Social and psychological support services should be provided to teachers, and equality and justice should be ensured. Keywords: Teacher, Teacher Career Ladders, Communication, Teaching Profession Law