Regarding the Teaching Profession Law analysis of teacher opinions

It can be said that education is the most important element that determines the future of states and societies since the earliest times. In order to meet the educational needs of societies, it is necessary to have a quality education system in terms of quality and quantity. A qualified and high-quality education system depends on the knowledge and skills of teachers. No matter how favorable the physical conditions of educational institutions are, if the qualifications of teachers and the situation they are in are not favorable, there may be disruptions in the education system. In this study, it is aimed to examine teachers' opinions and suggestions regarding the positive aspects and shortcomings of the Teaching Profession Law and the teaching career system, which was accepted on 03/02/2022, which education stakeholders have been waiting for a long time. The participants of this study, which was conducted in accordance with qualitative research methods, were determined using maximum diversity sampling from purposeful sampling methods. The study group of the research, which was conducted with a phenomenology design, consists of thirty teachers working in schools affiliated to the Ministry of National Education in Rize province in the 2022-2023 academic year. The research data were collected using a semi-structured interview form developed by the researcher. The collected data were analyzed by descriptive and content analysis methods. Teachers' opinions were grouped under five themes: constructive aspects of the law, aspects of the law that need to be improved, suggestions for correcting the deficiencies of the law, MoNE career system and suggestions for the MoNE career system. According to the results of the research, although the current version of the Law on Teaching Profession is insufficient to find solutions to teachers' problems, the fact that such a step was taken was welcomed positively. It was determined that the law was not prepared in line with scientific research and the opinions of relevant stakeholders, that it was prepared in a hurry, and that there was very little coverage of the general, financial and social rights of teachers. It was concluded that all studies related to teachers and the teaching profession should be organized under the relevant law. It was concluded that teachers do not support the teaching career system that was reimplemented with the Teaching Profession Law. The majority of the participants stated that after the difference between candidate, contracted and permanent teachers, the relevant regulation would further separate teachers and polarize teachers in the teachers' room and school environment. In addition, it was determined that the career advancement exam and in-service trainings were not sufficient criteria for the titles of specialist and head teacher. Participants suggested that field-based questions should be included in the exam and in-service trainings should be face-to-face. In addition, the participants stated that putting teachers who have served for many years into an exam that has no validity may lower the reputation of teachers; they stated that it would be more appropriate to award the titles of expert and head teacher by evaluating the teacher's general performance based on criteria such as projects, academic studies, school success, etc. rather than the exam.