The Views of New Teachers at Private Teaching Institutions about Working Conditions
Yilmaz, Kürsad, Altinkurt, Yahya, Kuram ve Uygulamada Egitim Bilimleri
The main purpose of the research was to determine the views of teachers about working conditions working at private teaching institutions for 5 years or less. The research was designed as a phenomenology model. The data were collected by focus group interview technique of qualitative research method. 10 teachers from private teaching institutions working for 5 years or less underwent focus group interview by homogeneous sampling, which is one of purposeful sampling techniques. The video recorded focus group, then interview was deciphered. In the analysis process, descriptive analysis techniques were used. Generally, the participants said that working at private teaching institutions was not their first choice, the working conditions there were very difficult and they affected the teachers negatively in general and despite such conditions, their wages were too low. While talking about the private teaching institutions, the participants used such metaphors as maze, ant home, lacework, carrying water with a bucket, castle, watch, horse race, slavery and workmanship.
Working Conditions in Private Teaching Institutions, Teachers at Private Teaching Institutions.
Turkish Education System has been struggling with big problems for a long time. Some of these problems can be those: inadequate number of teachers employed, problems in teacher training system, quality of teachers, training of education administrators, prevalence of information and communication technologies, problems in the access to education, inequalities in schooling ratios, updating of education programs, transition between education levels, extreme centralist structure of the system, too many central exams, working conditions of education staff (Tekeli, 2004). One of the important problems in Turkish education system is private teaching institutions and working conditions of teachers working in these private teaching institutions. That there are important problems concerning the place of private teaching institutions in education system has also been determined with some researches (Akgün, 2005; Ay, 2008; Çaglayan, 2008; Gök, 2004, 2005; Sahin, 2006; Ugras, 2009). Private teaching institutions in Turkey have been giving education in a wide spectrum from primary school students to university students and from foreign language to computer courses. Namely while it's necessary that the center of education should be school, private teaching institutions have become the center of education. The dimensions of monetary sources the families transferred into these institutions which have become almost alternative education institutions reach trillions (Akgün, 2005; Türk Egitim Dernegi [TED], 2005, 2010).
In Turkey, 50.432 teachers have been working at private teaching institutions since the year 2010 (Milli Egitim Bakanligi [MEB], 2010). The number of students attending private teaching institutions is 1.174.860. In each Turkish town, especially in metropolitan cities, there are a lot of functioning private teaching institutions. The number of private teaching institutions increased by about 245%, the number of teachers increased by about 350% and the number of students increased by about 270% between 1997 and 2010. Private teaching sector is a big business in terms of the number of teachers and the number of students (MEB, 2008, 2009, 2010) and this case was highlighted in various studies (Egitim Sen, 2008; Bagimsiz Egitimciler Sendikasi, 2008; Türk Egitim Sen, 2010). The private teaching institutions exist not only in Turkey, but also in such countries as the USA, Japan or Greece (ÖZDEBIR, 2010; Subasi, 2005). There are similar institutions in England, Germany or France, but they are not as common as in Turkey or Far East countries (Bastürk & Dogan, 2010).
Although private teaching institutions constitute a large part of our education system, the number of studies on private teaching institutions is low in Turkey. …