Midterm holiday application in primary schools from the perspectives of teachers, students and their parents

This study aims to examine the effects of the mid-term break system implemented in Turkey on teachers, primary school students, and parents of primary school students. To this end, the research analyzes the impact of the mid-term break on students' academic, social, and emotional development, parents' roles and experiences during the break, and teachers' evaluations regarding their professional and personal development. The study was conducted using a qualitative research method, with data collected through semi-structured interviews with participants and analyzed using the descriptive analysis method. Teachers stated that the mid-term break provided them with an opportunity to rest and engage in professional development. However, they also expressed that the in-service training programs they participated in should be more efficient in terms of content and focused on practical application. In addition to the positive changes they observed in students after the break, teachers also highlighted the adaptation problems faced by some students when returning to school. The findings reveal that the mid-term break offers students valuable opportunities for rest, entertainment, and spending time with their families. However, several issues must be addressed to make this period more productive. Students reported that they had the chance to relax physically and mentally during the break, but also noted difficulties in regaining academic motivation afterward. In particular, it was found that some students perceived the holiday homework as a heavy burden, which reduced the restorative effect of the break. From the parents' perspective, the mid-term break offered the opportunity to spend more time with their children. However, working parents reported challenges in maintaining a work-life balance during this period. They emphasized the need for more flexible and supportive arrangements in planning the break. Additionally, it was observed that parents had varying expectations regarding activities and homework during the break to support their children's school motivation and academic success. In conclusion, this study reveals both the positive aspects and the areas that need improvement regarding the mid-term break from the perspectives of teachers, students, and parents. To enhance the effectiveness of the break, it is recommended to revise homework and activity planning, family guidance, and educational programs. The study emphasizes the need for a more effective structure for the mid-term break in both academic and social dimensions, thereby contributing to the existing literature on the topic.