Problems encountered by candidate primary schools teachers in Eastern and Southeastern Anatolian regions

This study that attempts to present prospective classroom teachers' problems working in the East and Southeast Anatolian in teaching and education process has mixed pattern. Quantitative data is collected with a scale and qualitative data is collected with a semi-structured interview form. The study universe is teachers working in East and Southeast Anatolian Region. The sample is selected from teachers working in Van, Şanlıurfa, Ağrı and Bitlis with convenience sampling method among purposeful sampling method. Percentages, frequency, arithmetic average statistics are used in the analysis of the obtained data. Qualitative data obtained with a semi-structured interview form is interpreted with descriptive content analysis. Based on the findings of this study, it is determined that prospective classroom teachers working in East and Southeast Anatolian Region experienced school administrator-caused problems in completing their responsibilities in the ceremony, celebration and meeting due to lack of support from school administration and lack of collaboration between administrators in social club works. It is determined that teachers had the fear to be inspected by administrators and education inspectors and dislike of the work by administrators in terms of city-district administrators. The most important problem experienced by prospective teachers with their colleagues is the lack of support to get used to the school since they recently started the job and the satisfaction level with colleague attitude and behaviour is at a low level. It is stated that due to lack of facilities such as laboratory, technology classroom, sports room in the teaching and education environment, teaching-education activities are disrupted; due to lack of internet connection or stable connection, there is lack of research; due to lack or absence of school staff, there are cleaning problems. It is expressed that social facilities related to workplace are insufficient and there are no individuals or institutions to help to solve the experienced problem. It is stated that education in the undergraduate (pre-service) level is insufficient to measure the students' success and using methods-techniques. Lack of parent support, language-culture differences, teacher-student-parent communication problems, heating, electricity and water problems are among the other problems. It is believed that the findings obtained with this study to identify the new prospective teachers' problems working in the rural area will contribute to re-evaluating prospective teacher process, identify and solve prospective teachers' problems, improving prospective teachers' employee personal rights working in the rural area and prospective teachers' social, cultural, occupational problems research in the literature. Prospective teachers' working in the rural area should have a suitable education process and orientation to prevent existing and future problems. Precautions to encourage living in the rural (village) area should be taken and successful teachers should be rewarded (material-immaterial). Supportive education by the Ministry of National Education should be provided to prospective teachers with pre-service and in-service curriculums