Teachers' views on the basic problems of the Turkish national education system

In this study, the main problems of the Turkish national education system were examined. Phenomenology design, one of the qualitative research methods, was used in the research. The study group to be interviewed within the scope of the research was determined by using snowball or chain sampling method, one of the criterion sampling methods. Interviews were held with As the study group of the research experienced teachers were preferred who are seen as an experienced and qualified by school principals. 20 teachers who had these qualifications, and the data obtained as a result of the interviews were analyzed by content analysis method. According to the findings obtained in the research; There are problems in the professional development process, training and personal rights of teachers, the administrator training system can not be established and administrators cannot be appointed according to merit, the education process is carried out with a rote learning and teacher-centered approach, central exams negatively affect education and training activities, frequent changes in the education system and education policies can not be trusted. and stability problems, education curriculum and materials do not meet the interests and needs of students, the 4+4+4 education system and 12-year uninterrupted education cause some problems, the physical infrastructure and equipment deficiencies of the schools continue, the vocational high schools do not fully fulfill their function. It is not possible to provide education, the class size continues, the equality of opportunity and opportunity in education is not at the desired level, the communication of parents with their children is problematic, technology addiction among students cannot be prevented, and the guidance and guidance system is not at the desired level. It has been concluded that it is not functional enough. In line with the findings obtained in the research, it is necessary to make effective and continuous reforms by taking into account the opinions of all education stakeholders regarding the identified problems of the Turkish education system.