Examination of educational stakeholders' opinions on the practice of determining first-grade classes and classroom teachers in primary schools via E-School

The study examined how determining primary school 1st grade classes and classroom teachers through the e-School system is reflected in the views of teachers, school administrators, and parents. The effects of the transition to the central lottery system on teachers' intrinsic motivation and school administrators' role perceptions were addressed. The research was conducted with 91 participants (35 classroom teachers, 13 administrators, and 43 parents) in central Erzincan. Primary data were collected through semi-structured interviews and analyzed using content analysis. Secondary documents, including the Constitution, laws, regulations, directives, official announcements, and guides, were evaluated by descriptive analysis under the legal basis and placement process themes. Findings showed that the central lottery system was viewed positively for equal treatment, impartiality, transparency, and reduced personal attribution risk. Conversely, the system needs improvement regarding pedagogical suitability, visibility of teachers' effort, classroom climate, special circumstances, and reasoned objection processes. Local initiative-based practice provided flexibility for the school context, teacher characteristics, and parent expectations; however, it could create favoritism, unequal access, parental pressure, and comparison among teachers. Document analysis revealed that the central lottery practice rests on the right to education and equality principles, regulated by lottery, e-School automatic determination, balanced distribution criteria, class change, and administrative responsibility provisions. A careful balance must be established between equality and pedagogical suitability in determining classes and teachers.