Araştırma Makalesi
Yıl 2025,
Sayı: 1, 44 - 57, 30.06.2025
Öz
The aim of this study is to identify the problems faced by schools located in rural areas. Within this framework, the study seeks to answer the question: How do teacher shortages and other resource deficiencies in rural schools affect the quality of education for students? In this context, interviews were conducted with 10 teachers who participated in Project B, organized by the Provincial Directorate of National Education. Among the selected participants, 2 teachers work at a multi-program high school, 3 at a primary school, and 5 at a middle school. In this research, the necessary permissions were obtained, and data were collected using a semi-structured interview form and analyzed through content analysis. The findings of the study highlighted three main areas of concern: long-standing and unchanging working conditions, lack of physical infrastructure and resources that do not reflect the educational environment, and the leadership approaches of school principals. Based on the research findings, activities can be organized to enhance cooperation between central and local administrations in order to improve the physical conditions of rural schools and provide instructional materials.
Anahtar Kelimeler
Kaynakça
- Autti, O., & Hyry-Beihammer, E. K. (2014). School closures in rural Finnish communities. Journal of Research in Rural Education, 29(1), 1–17.
- Brown, D. L., & Swanson, L. E. (Eds.). (2003). Challenges for rural America in the twenty-first century. The Pennsylvania State University Press.
- Carter, M. J., & Fuller, C. (2015). Symbolic interactionism. Sociopedia, 1, 1–17. https://doi.org/10.1177/205684601561
- Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed). Routledge.
- Çiftçi, Ş. K., & Cin, F. M. (2017). What matters for rural teachers and communities? Educational challenges in rural Turkey. Compare: A Journal of Comparative and International Education, 48(5), 686–701. https://doi.org/10.1080/03057925.2017.1340150
- Downes, N., & Roberts, P. (2015). Valuing rural meanings: The work of parent supervisors challenging dominant educational discourses. Australian and International Journal of Rural Education, 25, 80–93.
- du Plessis, P., & Mestry, R. (2019). Teachers for rural schools – A challenge for South Africa. South African Journal of Education, 39(Supplement 1), 1-9. https://doi.org/10.15700/saje.v39ns1a1774
- Duncombe, W., & Yinger, J. (2007). Does school district consolidation cut costs? Education Finance and Policy, 2(4), 341–375.
- Engberg, J., Gill, B., Zamarro, G., & Zimmer, R. (2012). Closing schools in a shrinking district: Do student outcomes depend on which schools are closed? Journal of Urban Economics, 71(2), 189–203.
- Flick, U. (2000). Episodic interviewing. In M. W. Bauer & G. Gaskell (eds). Qualitative researching with text, image and sound: A practical handbook. Sage.
- García, E., & Weiss, E. (2019). The teacher shortage is real, large and growing, and worse than we thought. Economic Policy Institute. https://www.epi.org/publication/the-teacher-shortage-is-real-large-and-growing-and-worse-than-we-thought-the-first-report-in-the-perfect-storm-in-the-teacher-labor-market-series/
- Geijsel, F., Sleegers, P., & van den Berg, R. (1999). Transformational leadership and the implementation of large-scale innovation programs. Journal of Educational Administration, 37(4), 309 - 328. http://dx.doi.org/10.1108/09578239910285561
- Ingersoll, R. M., & Tran, H. (2023). Teacher shortages and turnover in rural schools in the US: An organizational analysis. Educational Administration Quarterly, 59(2), 396–431. https://doi.org/10.1177/0013161X231159922
- Kemaloglu-Er, E., & Sahin, M. T. (2022). Project-based learning in English language teaching at a rural school: A case study from Turkey. Novitas-ROYAL (Research on Youth and Language), 16(1), 34–55.
- Kirshner, B., Van Steenis, E., Pozzoboni, K., & Gaertner, M. (2016). The costs and benefits of school closure for students. In W. J. Mathis & T. M. Trujillo (Eds.), Learning from the federal market-based reforms: Lessons for the Every Student Succeeds Act (ESSA) (pp. 201–215). Information Age Publishing.
- Lewin, K. M. (2004). The pre-service training of teachers – Does it meet its objectives and how can it be improved? (Background paper for Education for All Global Monitoring Report 2005: The Quality Imperative). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000146658
- OECD. (2012). Equity and quality in education: Supporting disadvantaged students and schools. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2012/02/equity-and-quality-in-education_g1g16956/9789264130852-en.pdf
- Özer, N., & Karadaş, H. (2021). Okul müdürlerinin yönetim tarzları ile müdür-öğretmen ilişkilerinde güven. OPUS International Journal of Society Researches, 17(34), 1095–1123. https://doi.org/10.26466/opus.767321
- Pendola, A., & Fuller, E. J. (2018). Principal stability and the rural divide. In E. McHenry-Sorber & D.Hall (Eds.), The diversity of rural educational leadership [Special issue]. Journal of Research in Rural Education, 34(1), 1–20.
- Singleton, R. A. Jr., & Straits, B. C. (1999). Approaches to social research (3rd ed). Oxford University Press.
- Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. SAGE Publications.
- Sørensen, J. F. L., Svendsen, G. L. H., Jensen, P. S., & Schmidt, T. D. (2021). Do rural school closures lead to local population decline? Journal of Rural Studies, 87, 226–235. https://doi.org/10.1016/j.jrurstud.2021.09.016
- Starman, A. B. (2013). The case study as a type of qualitative research. Journal of Contemporary Educational Studies, 1, 28-43.
- Stufflebeam, D. L., Madaus, G. F., & Kellaghan, T. (eds.) (2000). Evaluation models: Viewpoints on educational and human services evaluation (2nd ed). Kluwer Academic.
- Tieken, M. C. (2017). The spatialization of racial inequity and educational opportunity: Rethinking the rural/urban divide. Peabody Journal of Education, 92(3), 385–404.
Yıl 2025,
Sayı: 1, 44 - 57, 30.06.2025
Öz
Bu çalışmanın amacı kırsal bölgede bulunan okulların sorunlarını belirlemektir. Bu amaç çerçevesinde kırsal bölge okullarındaki öğretmen eksiklikleri ve diğer kaynak sıkıntıları, öğrencilerin eğitim kalitesini nasıl etkilemektedir? Sorusuna cevap aranmıştır. Bu bağlamda, A Milli Eğitim Müdürlüğü tarafından organize edilen B projesine katılan 10 öğretmen ile görüşmeler yapılmıştır. Seçilen 2 öğretmen çok programlı lisede, 3 öğretmen ilkokulda ve 5 öğretmen ise ortaokulda görev yapmaktadır. Bu araştırmada gerekli izinler alınarak yarı yapılandırılmış görüşme formu üzerinden veriler elde edilmiş ve içerik analizi ile analiz edilmiştir. Araştırma bulguları özellikle üç temel sorun alanını öne çıkarmıştır. Bu sorunlar uzun süredir değişmeyen çalışma koşulları, eğitim ortamını yansıtmayan fiziksel yetersizlik ve kaynak eksiklikleri ile okul müdürlerinin liderlik yaklaşımları şeklindedir. Araştırma bulgularına göre kırsal okulların fiziksel koşullarının iyileştirilmesi ve öğretim materyallerinin sağlanması için merkezi ve yerel yönetimler ile iş birliğini artırmaya yönelik faaliyetler düzenlenebilir.
Anahtar Kelimeler
Kaynakça
- Autti, O., & Hyry-Beihammer, E. K. (2014). School closures in rural Finnish communities. Journal of Research in Rural Education, 29(1), 1–17.
- Brown, D. L., & Swanson, L. E. (Eds.). (2003). Challenges for rural America in the twenty-first century. The Pennsylvania State University Press.
- Carter, M. J., & Fuller, C. (2015). Symbolic interactionism. Sociopedia, 1, 1–17. https://doi.org/10.1177/205684601561
- Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed). Routledge.
- Çiftçi, Ş. K., & Cin, F. M. (2017). What matters for rural teachers and communities? Educational challenges in rural Turkey. Compare: A Journal of Comparative and International Education, 48(5), 686–701. https://doi.org/10.1080/03057925.2017.1340150
- Downes, N., & Roberts, P. (2015). Valuing rural meanings: The work of parent supervisors challenging dominant educational discourses. Australian and International Journal of Rural Education, 25, 80–93.
- du Plessis, P., & Mestry, R. (2019). Teachers for rural schools – A challenge for South Africa. South African Journal of Education, 39(Supplement 1), 1-9. https://doi.org/10.15700/saje.v39ns1a1774
- Duncombe, W., & Yinger, J. (2007). Does school district consolidation cut costs? Education Finance and Policy, 2(4), 341–375.
- Engberg, J., Gill, B., Zamarro, G., & Zimmer, R. (2012). Closing schools in a shrinking district: Do student outcomes depend on which schools are closed? Journal of Urban Economics, 71(2), 189–203.
- Flick, U. (2000). Episodic interviewing. In M. W. Bauer & G. Gaskell (eds). Qualitative researching with text, image and sound: A practical handbook. Sage.
- García, E., & Weiss, E. (2019). The teacher shortage is real, large and growing, and worse than we thought. Economic Policy Institute. https://www.epi.org/publication/the-teacher-shortage-is-real-large-and-growing-and-worse-than-we-thought-the-first-report-in-the-perfect-storm-in-the-teacher-labor-market-series/
- Geijsel, F., Sleegers, P., & van den Berg, R. (1999). Transformational leadership and the implementation of large-scale innovation programs. Journal of Educational Administration, 37(4), 309 - 328. http://dx.doi.org/10.1108/09578239910285561
- Ingersoll, R. M., & Tran, H. (2023). Teacher shortages and turnover in rural schools in the US: An organizational analysis. Educational Administration Quarterly, 59(2), 396–431. https://doi.org/10.1177/0013161X231159922
- Kemaloglu-Er, E., & Sahin, M. T. (2022). Project-based learning in English language teaching at a rural school: A case study from Turkey. Novitas-ROYAL (Research on Youth and Language), 16(1), 34–55.
- Kirshner, B., Van Steenis, E., Pozzoboni, K., & Gaertner, M. (2016). The costs and benefits of school closure for students. In W. J. Mathis & T. M. Trujillo (Eds.), Learning from the federal market-based reforms: Lessons for the Every Student Succeeds Act (ESSA) (pp. 201–215). Information Age Publishing.
- Lewin, K. M. (2004). The pre-service training of teachers – Does it meet its objectives and how can it be improved? (Background paper for Education for All Global Monitoring Report 2005: The Quality Imperative). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000146658
- OECD. (2012). Equity and quality in education: Supporting disadvantaged students and schools. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2012/02/equity-and-quality-in-education_g1g16956/9789264130852-en.pdf
- Özer, N., & Karadaş, H. (2021). Okul müdürlerinin yönetim tarzları ile müdür-öğretmen ilişkilerinde güven. OPUS International Journal of Society Researches, 17(34), 1095–1123. https://doi.org/10.26466/opus.767321
- Pendola, A., & Fuller, E. J. (2018). Principal stability and the rural divide. In E. McHenry-Sorber & D.Hall (Eds.), The diversity of rural educational leadership [Special issue]. Journal of Research in Rural Education, 34(1), 1–20.
- Singleton, R. A. Jr., & Straits, B. C. (1999). Approaches to social research (3rd ed). Oxford University Press.
- Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. SAGE Publications.
- Sørensen, J. F. L., Svendsen, G. L. H., Jensen, P. S., & Schmidt, T. D. (2021). Do rural school closures lead to local population decline? Journal of Rural Studies, 87, 226–235. https://doi.org/10.1016/j.jrurstud.2021.09.016
- Starman, A. B. (2013). The case study as a type of qualitative research. Journal of Contemporary Educational Studies, 1, 28-43.
- Stufflebeam, D. L., Madaus, G. F., & Kellaghan, T. (eds.) (2000). Evaluation models: Viewpoints on educational and human services evaluation (2nd ed). Kluwer Academic.
- Tieken, M. C. (2017). The spatialization of racial inequity and educational opportunity: Rethinking the rural/urban divide. Peabody Journal of Education, 92(3), 385–404.
Toplam 25 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Eğitim Sosyolojisi |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Haziran 2025 |
| Gönderilme Tarihi | 4 Mayıs 2025 |
| Kabul Tarihi | 19 Mayıs 2025 |
| Yayımlandığı Sayı | Yıl 2025 Sayı: 1 |
