Homework policies in primary schools: Standardization in the homework dilemma

The purpose of this research is to determine the homework policies implemented in primary schools by taking the opinions of teachers and administrators. It was tried to determine whether systematic, interconnected homework was given or not and how seriously the teachers took the subject of homework. It is aimed to determine the reflections of the homework policy on learning and education stakeholders. In this research, "holistic single case design", one of the qualitative research designs, was used. Participants consist of 9 classroom teachers and 6 school administrators working in primary schools in Gaziantep Şahinbey and Şehitkamil central districts in the 2023-2024 academic year. In order to clarify the research questions in line with the determined purposes, semi-structured interview technique was used as a data collection tool. Research data were analyzed with qualitative content analysis. As a result of the research, it was determined that different types of homework were preferred in schools with medium and high SES environments, and homework features were determined in a student-centered way. It has been determined that the amount and frequency of homework is given less in schools with low SES environment. It has been understood that homework policies are necessary in schools, but education stakeholders need to clearly define their responsibilities and cooperate. It has been concluded that student-centered education, professional development, student social environment and family demographic characteristics are decisive in homework policies.