The problems faced by science teachers in their professional careers

Today, the teaching profession plays a significant role in guiding and illuminating students on their educational journeys. Teachers are our values who educate future generations to develop their character, values, interests, talents, and personalities, enhance their knowledge, skills, attitudes, and life skills, and prepare them to face challenges, nurturing them as beneficial individuals to society. It is evident that teachers hold an important role in society worldwide. It is anticipated that teachers encounter problems arising from self-efficacy or environmental factors during their early years of service. These potential issues can negatively affect the quality of education. This study seeks to identify possible deficiencies, inadequacies, and negativities that newly appointed or less experienced teachers may face. Four sub-problems were formed based on pedagogical, academic, and similar teaching self-efficacy, the competencies of the service area and school, student competencies, and opinions on the curriculum. The study employed a quantitative research method using a survey model, specifically a cross-sectional method and retrospective survey method. In the study, 55 participants are science teachers with 0-3 years of experience, and 36 participants are science teachers with 4 or more years of experience. A questionnaire prepared by the researcher was used to collect quantitative data. Expert opinions were obtained from a total of 8 specialists while preparing the questionnaire. The questionnaire was transferred to an online platform and shared with many teachers, noting that participation was based on voluntariness. The sampling method was determined by selecting participants according to the desired length of service. The study found that experienced teachers generally do not consider themselves sufficient when they begin their careers. In contrast, less experienced teachers felt more competent compared to their experienced counterparts. It was concluded that they perceive their pre-service training, particularly practical trainings like school experience and teaching practice, as inadequate; they feel pedagogical deficiencies, which they gradually improve through experience. Furthermore, it was found that teachers, especially in their first assignments, face inadequacies in many areas of their schools. They struggle to adapt to the local culture and geographical conditions in their initial placements and do not receive adequate guidance and direction during their candidate teaching period. They experienced anxiety due to contagious diseases like COVID-19, which diminished their motivation. The findings also indicated that students' levels of preparedness, as well as their basic mathematics and Turkish skills for science teaching, were insufficient; students had low school discipline and learning motivation; they lacked the self-discipline necessary for remote education; and they were prone to absenteeism due to the COVID-19 pandemic. Regarding the curriculum, it was concluded that the 2018 program was improved by addressing some deficiencies compared to previous programs, yet it still contains shortcomings.