Review of classroom teachers' career plans

Although career planning is important for all individuals, it is even more important for classroom teachers. Because education first starts in the family, and then classroom teachers come into play when individuals reach the age of education and training. In this respect, it is necessary for people who choose the classroom teaching profession in their careers to choose this profession in accordance with their personalities, talents and skills in order to provide useful and efficient education to individuals. Therefore, the subject of the research is to examine the career planning of classroom teachers working in private and public schools. In this study, which examines the career planning of classroom teachers working in private and public schools, the concepts of career and career planning in the literature are also discussed in detail. The purpose of this study was to explain the reasons for the career choices of classroom teachers working in private and public schools. This study, which was conducted to examine the career choices and career planning of classroom teachers, is a qualitative study conducted with the phenomenology method. Face-to-face interviews were conducted with a total of 20 classroom teachers, 10 of whom were working in private schools and 10 of whom were working in public schools in Malatya province, using semi-structured questions. The main question of the study was; What are the factors that affect the career choices of classroom teachers? As a result of the face-to-face interviews with the participants; personal factors such as love of children, passion for teaching, sanctity of the profession, raising people, personal satisfaction and pleasure, and information exchange were revealed. The ease of appointment to civil service, family and social guidance, short working hours, many holiday opportunities, being seen as a respected profession in society, the influence of primary school teachers, being seen as a guaranteed profession, and good salaries were determined as environmental factors. Free working environment, having more social opportunities, small class sizes, equality in the socio-economic levels of students, technological and physical opportunities, social facility opportunities are the organizational factors that affect teachers' private school preferences. Public personnel selection exam success, job guarantee, more vocational training, statutory rights, short working hours, summer vacation, good wage level, accountability being based on norms, short time spent at school, no parental pressure, no administrative or employer pressure, weekend vacation, no commercial concerns are the organizational factors that affect teachers' public school preferences.