Examining The Role of Educational Policies on Teachers’ Assumptions for Professional Function of Teaching

Abstract

The purpose of the research is the examination the role of education policies on the assumptions of teachers’ opinions about professional function. As a method of research, a phenomenology was used in qualitative research methods. The study group consists of 25 teachers who works in primary and secondary schools in public schools. To identify the research sample, purposive sampling methods was used. The data of the research were analysed through content analysis. According to the findings of the study, the theme of “the value of the profession” is the most used within the themes which related to the reasons for teacher’s assumptions of the professional functions of teaching. The theme of “human resources policies” is the most stated for teacher’s opinions about education policies. “Negative role of policies” is emphasized on the assumptions of the professional function of teaching. From the point of education policies, the theme of “professional-oriented regulations” is the featured one in the recommendations which contribute to assumptions about the Professional functions of teaching.