Examination of career developments of dual career teachers

The aim of this research is to examine the career development of dual career teachers, to determine their career goals and career expectations. In accordance with this purpose, the opinions of 2 school principals, 6 vice principals and 22 teachers working in primary and secondary schools in five central districts of Antalya, with an average of 17 years of service and doctorate degree, were consulted. In order to obtain the data of the research, a semi-structured individual interview form was applied to the participants. Content analysis and descriptive analysis techniques were used in the analysis of the data. Qualitative research package program NVIVO12 was utilized in content analysis. The obtained data in the analysis phase were placed under the sub-theme and main-theme titles in the coding list. As a consequence, the frequencies and percentages of all the expressions under the sub-theme and the main theme headings were determined and presented as a table. According to the findings of the research; it is seen that the efforts of dual career teachers to improve themselves professionally lead them to doctoral education. The fact that they become a dual-career teacher is due to professional reasons rather than personal reasons. Dual-career teachers aspire to become academics in the continuation of their master education. Dual-career teachers are open to development, sophisticated and have an investigative personality. It has been determined that the disadvantages of being a dual career teacher are more than the advantages.It can be said that being a dual career teacher has more professional disadvantages conversely having more personal advantages. It was detected that professional disadvantages of dual career teachers; were colleague jealousy, carrying out two careers together, being ignored by the Ministry of Education administrators and not being able to rise due to the lack of career ladders in the MoE. It has been observed that dual-career teachers have more professional problems during the doctoral education process. It is seen that especially in personal terms, neglecting their families, pursuing doctorate education in a different city and having financial difficulties; meanwhile in terms of profession being both a teacher and a student at the same time and the barrier of administrators come to the fore. It has been determined that dual career teachers have more professional problems than personal problems after completing their doctorate education and they face with frustration personally. However, it was found that they could hande with these issues by establishing a strong communication, being self-sacrifice and well-organized and getting both moral and financial support from their families.Dual career teachers have higher professional expectations from dual career than personal expectations. It is seen that especially in terms of professional expectation the desire to get an academic position at a university and continue their career as an academician comes to the fore. It has been determined that dual-career teachers expect an academic career based on title and promotion by giving financial and personal rights from the Ministry of National Education, just like in the Ministry of National Defense and the Ministry of Health. Key Words: Teacher, career, dual career.