Güncel Yönetmelik Perspektifinde Öğretmen Yer Değiştirme Esaslarının Değerlendirilmesi: “Hizmet Puanı” Kriteri Örneği

ATMACA, Davut; TOYGUR, Hüseyin; ÇAMURCU, Hayri

doi:10.32960/uead.1049050

Cited by 1 publication

(2 citation statements)

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“…Optional in-provincial appointment, extra-provincial appointment and excuse-based relocation requests of teachers in the public sector are carried out based on the appointment calendar determined by the Ministry of National Education. Teacher mobility in Turkey takes place from the countryside to the center, from the provinces in the East to the provinces in the West in terms of the geographical structure of the country and the current socio-economic conditions (Memişoğlu, Çelik, Yılmaz, İsmetoğlu, & Erbaş, 2015;Şahin, Beycioğlu, Sincar, & Çıkrıkçı, 2016;Atmaca, Toygur & Çamurcu, 2022). However, the fact that the schools in the provincial centers are full in terms of staff causes some difficulties for the teachers working in the provinces to come to the central schools (Şahin et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Uğurlu and Özdemir (2021) stated that organizational happiness in education is effective on teachers' "focusing on work" and "work efficiency", and these factors are accepted as the dominant value in teachers' professional life. Atmaca et al (2022) stated that the main factor in assignments and relocations is the "service score" in the study in which teachers evaluated the procedures and principles of relocation according to the criteria of "service score". Özoğlu (2015) stated that the teachers' relocation demand is due to the inadequacy of social conditions in the Eastern Regions, difficulties in transportation, socio-cultural differences, security problems and accommodation difficulties.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of Teacher Appointment and Relocation Principles in the Perspective of Current Regulations: An Example of Apology/Excuse Group Appointment

Atmaca¹

2022

IJIAPE

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In recent years, the demands of teachers working in public institutions affiliated to the Ministry of National Education to assign excuses have become quite controversial. It is seen that the procedures and principles regarding ensuring the family integrity of teachers come to the fore, especially in the intra-provincial appointments of disabled groups. In this context, the aim of the research is to propose solutions to the problems experienced by systematically revealing the principles of apology determination of teachers working in the public sector. Case study, one of the qualitative research methods, was used in the study. According to the results of the research, teachers who choose in the second stage of the provincial disability group assignment are faced with the warning "There is no vacant quota in your field". The appointment of teachers who are more than the norm staff before the appointment of excuses causes the teachers who request to assign excuses to experience grievances. In particular, the demands of the teachers to make excuses within the province cannot be met by the administration due to the insufficient number of service points and the limited quota. In recent years, the Ministry of National Education has been applying a "provincial order" for excuse assignments made outside the province. The fact that contracted teachers do not apply for an excuse assignment before completing three years creates grievances. Not counting the lack of education among the excuses prevents teachers from receiving postgraduate education. Accordingly, it is thought that introducing a "neighborhood order" for teachers who have been working in the same province for six years or more will prevent congestion in appointments. In the appointment of the provincial apology, all districts within the province should be opened under the pretext of family unity.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%