Professional problems of science teachers and their solutions behaviours

Teachers ensure that educational activities are carried out in a planned and programmed manner and are the people responsible for their execution. Meanwhile, they face many problems they stay. Qualified teachers are those who can detect problems and give up quickly in the face of problems. They are determined teachers who do not complain about problems and strive for solutions. In the study, the problems encountered by science teachers during their educational activities were examined problems and solution behaviors were examined. In addition, teachers' problem-solving emotions were also investigated. The phenomenology design was used in the research. Working group in the 2021- 2022 academic year, is affiliated with the Ministry of National Education in Alanya district of Antalya province. The sample consists of 13 science teachers working in public schools. Participants are easy It was determined according to the accessible sampling method. The data of the research were collected through interviews and were collected using observation methods. Firstly, the education of science teachers the problems they frequently encounter during teaching activities, their solution behaviors, and semi-structured interviews were conducted to determine their feelings about the problems. After the interviews, the solution behaviors for the problems stated by the participants were determined to observe in their natural environment and to identify problems and solutions that they did not mention in the interview. Observations were made in their classrooms to detect any behaviors. Content of data analysis was made problems experienced by teachers and their solution behaviors in school, outside of school, the themes in the classroom, and professional development contexts were examined separately. In four contexts there are a total of 13 themes. What teachers use to solve problems nine solution behaviors were identified. These three roles: innovative, routine, and avoidant roles were placed in the group, and the roles of the teachers in each context were determined. Finally, it has been revealed how teachers feel when they encounter problems. According to the results of the research, in the school context; teachers use the most materials when they encounter problems with their colleagues, they have at least problems with their colleagues. Class In this context, it has been determined that teachers mostly have problems in classroom management. School teachers who stated problems in external contexts were most concerned with national exams and least with communication with parents. They stated that they had problems with the issue. In the context of professional development, in-service teachers seeking training are affected by the timing and content of the training. It was found that there were problems. Roles of teachers according to problem-solving behaviors when determined; teachers who state problems in the school context often have problems. It has been determined that they display an innovative role by searching for alternatives. Themes in classroom context while teachers display innovative and routine roles together, they mostly work in the innovative role. In its unitary and routine role, it mostly produces interventionist solutions. In an out-of-school context. The majority of teachers have an innovative role in the solution and the most supportive solution they preferred the behavior. In this context, some teachers are aware of the problem. However, they left it unresolved. Stating that they had problems in the context of professional development the majority of teachers are alternativeists and display an innovative role. Eight of the teachers adopt an innovative role in solving problems in all contexts. But these five of the teachers leave at least one problem unsolved problem. Teachers who play a routine or avoidant role in at least one context in the solution of unsolvable there are problems they left behind. The majority of teachers who face problems experience negative emotions such as inadequacy, sadness, anger, and anxiety. Other teachers are different, when a teacher encounters problems, is motivated and tries to find solutions. They stated that they entered and improved themselves with this feeling. Based on the results of the research suggestions were presented to teachers, teacher educators, and researchers.