Turkish language teachers' views on the problems encountered in Turkish language teaching

In recent years, discussions aimed at improving the quality of language education have brought the problems encountered in the teaching of Turkish into sharper focus. In this context, teachers' experiences play a critical role in identifying practical deficiencies and generating effective solutions. This study aims to identify the opinions of Turkish language teachers regarding the problems encountered in the teaching of Turkish and to develop applicable solution proposals for these problems. Turkish is a fundamental subject that not only improves students' language skills but also enhances their abilities to think, comprehend, express themselves, and communicate effectively. However, due to various structural, pedagogical, and environmental challenges, the teaching process cannot be carried out as effectively as desired. In this context, defining the difficulties experienced by teachers during instruction, making current problems visible, and generating teacher-based solutions are crucial for improving the quality of Turkish language education. The study was conducted using the case study design, one of the qualitative research methods. The data were collected from Turkish language teachers working in public schools during the 2023–2024 academic year. The data were obtained through a semi-structured interview form and analyzed using the content analysis method. Based on the teachers' statements, it was determined that the problems encountered in the teaching process are multidimensional and complex in nature. The findings revealed that teachers struggle most with overcrowded classrooms, lack of instructional materials, exam-oriented teaching approaches, low student motivation, inadequate curriculum, limitations in assessment and evaluation practices, and weak cooperation between families and schools. In addition, insufficient technological infrastructure and the curriculum's failure to adequately consider students' individual differences were also noted as significant challenges. The results of the research indicate that there is a need for holistic and teacher-driven solutions to ensure that Turkish language instruction becomes more effective, sustainable, and student-centered. In this regard, the study recommends the development of practical educational policies, enhancement of teachers' professional development, and the improvement of physical and instructional conditions in schools.