A qualitative study on the views of teachers with Montessori education experience in preschool education institutions: The case of Trabzon province

The aim of this study is to examine how the Montessori education model is implemented in preschool institutions in Trabzon, to explore teachers' professional experiences, and to evaluate their views on the model's impact on child development. The Montessori approach, with its emphasis on children's freedom, individuality, and natural learning processes, is not only a pedagogical method but also a significant model in the sociology of education. In this respect, the study offers a meaningful contribution to the social sciences by revealing how a global educational philosophy interacts with local cultural norms, family expectations, and institutional structures. The research was carried out using a qualitative case study design, and semi-structured interviews were conducted with twelve teachers working in public and private preschools in the Ortahisar district of Trabzon who implement Montessori education. The data were analyzed through descriptive analysis, and teachers' perceptions of Montessori pedagogy, their implementation experiences, and the socio-cultural and institutional challenges they faced were systematically evaluated. The findings indicate that the Montessori approach enhances children's development in areas such as independence, self-discipline, problem-solving, and social communication. However, high material costs, inadequate physical environments, the limitations of short-term certification programs, and parents' traditional educational expectations hinder the sustainability of the approach, particularly in public institutions. These results demonstrate that educational models are shaped not only by technical factors but also by sociological and cultural contexts. In conclusion, although Montessori education contributes significantly to child development in preschool settings in Trabzon, its effective and sustainable implementation in the local context requires strengthening teacher training, improving physical conditions, and increasing parental awareness. This study sheds light on the socio-cultural adaptation processes of Montessori pedagogy in Türkiye, offering valuable contributions to both the sociology of education and applied educational research. Keywords: Early Childhood Education, Montessori Education, Teacher Perspectives, Trabzon