The effect of rural settings on education according to the opinions of pre-school teachers working in Kütahya

Pre-school education has been discussed in various settings in Turkey in recent years; solutions to existing problems and situations are sought. The purpose of this study is to examine the perspectives of preschool teachers working in Kütahya's rural areas on preschool education in rural areas based on their experiences, and to develop recommendations by determining the situation. In the study, one of the qualitative research methods, Interpretive Phenomenological Analysis, was chosen to examine the experiences of preschool teachers working in rural areas by listening firsthand and, ultimately, to explain the role of rural areas in preschool education. The sample of the study was determined by the criterion sampling method, which is one of the purposeful sampling methods, and consists of seven pre-school teachers, six female and one male, working in kindergartens in the rural areas of Kütahya. A 'Demographic Information Form' and semi-structured interview questions prepared by the researcher were used to collect the research data. In the light of the data, 'School opportunities', 'School staff', 'Family's attitude towards cooperation and its effect on education', 'Systemic problems in pre-school education', 'Studies that can be done to improve pre-school education in rural areas' and 'Preschool working in rural areas'. Six themes emerged, including 'the teacher's job satisfaction'. As a result of the research findings, conclusions were drawn about some issues in rural preschool education and what can be done to improve preschool education.