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<p>The aim of this study is to determine the career barriers experienced by teachers. In this study conducted using a nested (embedded) mixed design research method, the Teacher Career Barriers Scale was used as a quantitative data collection tool, and 204 teachers working in public schools in a southern province of Turkey were surveyed. A semistructured interview form was used as a qualitative data collection tool for 28 participants. Parametric tests were used for quantitative data analysis, and thematic content analysis was used for qualitative data analysis. According to the study findings and the results of the t-test and the quantitative data ANOVA, married teachers reported a “very high” level of career barrier experience. Single teachers reported a “high” level in the subdimension of family barriers. A statistically significant difference was observed between those with 1 child and those without children, between those with 2 children and those without children, and between those with professional experience of 11–15 years and those with experience of 21 years or more. According to the qualitative analyses, teachers faced barriers in terms of home/family responsibilities and school administration.</p>

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Barriers to the professional development of teachers working in public schools in Turkey

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月16日

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  • Mevsim Zengin

摘要

The aim of this study is to determine the career barriers experienced by teachers. In this study conducted using a nested (embedded) mixed design research method, the Teacher Career Barriers Scale was used as a quantitative data collection tool, and 204 teachers working in public schools in a southern province of Turkey were surveyed. A semistructured interview form was used as a qualitative data collection tool for 28 participants. Parametric tests were used for quantitative data analysis, and thematic content analysis was used for qualitative data analysis. According to the study findings and the results of the t-test and the quantitative data ANOVA, married teachers reported a “very high” level of career barrier experience. Single teachers reported a “high” level in the subdimension of family barriers. A statistically significant difference was observed between those with 1 child and those without children, between those with 2 children and those without children, and between those with professional experience of 11–15 years and those with experience of 21 years or more. According to the qualitative analyses, teachers faced barriers in terms of home/family responsibilities and school administration.