Financial conversations among teachers as an orientation: Causes, consequences and solutions

Today, societies face multidimensional problems such as financial crises, increasing inflation, unemployment, human rights violations, environmental disasters, epidemics, etc. Education is one of the main areas used to contribute to the solution of social problems. In a global environment full of uncertainties, more than one million teachers in Turkey assume the vital responsibility of equipping students with critical thinking skills and making them conscious and active citizens. However, various economic problems and welfare levels of teachers directly affect their ability to fulfil these duties in an effective, efficient and professional manner. The aim of this thesis is to determine the causes of financial conversations among teachers from the perspective of teachers, to reveal the results and to offer solutions. This research was conducted using a phenomenological design within the framework of qualitative research method. The study group consists of 23 teachers working in educational institutions at different levels affiliated to the Ministry of National Education in Merzifon district of Amasya province, determined by maximum diversity sampling technique within the framework of purposeful sampling method. A semi-structured interview form consisting of 15 items was used as a data collection tool. The collected data were analysed using descriptive analysis technique. Validity and reliability were tried to be ensured through long-term interaction, expert review, participant confirmation, detailed description and purposeful sampling, consistency and confirmation examinations during the data collection and analysis phase. Participant teachers' perceptions of the concept of finance were found as money management, investment, economy and saving. According to the participant teachers, the reasons for the financial conversations between teachers were found to be economic and financial inadequacies, inappropriate use of money, financial difficulties, high inflation and income differences. According to the teachers, the most frequently discussed financial issues among teachers were found to be investment instruments, house-car prices, financial difficulties, high inflation, credit-credit card debts, salary and high rents. The reasons for teachers' economic problems were found to be low salaries, wrong economic policies, tax burden and high inflation. According to the participant teachers, the positive effects of teacher salaries on teachers' motivation, professional reputation, performance and education were found as professional prestige, high motivation, high performance, qualified education, preference for the profession, and personal, social and professional development, and the negative effects were found as discredit, low motivation, low performance, unqualified education and unhappiness. Teachers' views on whether teacher salaries are distributed adequately and fairly were found as inadequate-unfair, professional seniority and employment type-title. The criteria that should be taken into consideration in determining teacher salaries were found as performance-success, inflation, education level, professional seniority, work intensity and regional living conditions. According to the participant teachers, the positive results of the results of whether teachers' salaries are adequate or not were found as increase in the quality of life, qualified-quality education, high motivation, productivity and prestige, and the negative results were found as inability to allocate budget for professional development, low motivation, inefficiency, need for additional work and unhappiness. The results of the wage imbalance arising from the paid-contracted-permanent teacher distinction among teachers were found as polarisation-grouping, restlessness, lack of belonging, low performance, low motivation, feeling worthless-inadequate and unqualified education. According to the participant teachers, solution suggestions for improving teachers' salaries and economic conditions were found as follows: salary increase at a livable level, improvement in additional course fees, bonuses, rent-road and food allowances, effective unionisation, interest-free housing loans and economic stability. In addition to salary increase, the suggestions that can be made to improve the economic situation of teachers are as follows: low-interest loans, discounts, rent-road and food allowance, private lessons, fixing tax rates and scholarship opportunities. Those who have a duty to make the teaching profession more economically attractive are the Ministry of National Education, parliamentarians-politicians, the government, trade unions, universities and the Ministry of Finance. The development of societies is possible with qualified education. Qualified education is only possible with the contributions of teachers who are well educated in their fields, who live in economic prosperity and who continuously improve themselves in personal, social and professional aspects. As a result, according to teachers' opinions, solving the economic problems of teachers will increase both their motivation and performance and enable them to provide quality education. Thus, it is concluded that they will increase their reputation and professional prestige.