Evaluation of Teaching Profession Law through Pareto and Content Analysis Methods - Paper

Oct 15, 2026

This study investigates satisfaction with the Teaching Profession Law (TPL), evaluating the current situation and teachers’ and administrators’ expectations. Using a sequential explanatory mixed-method design, it collects quantitative survey data from 241 educators and qualitative interview data from 12 participants. Pareto analysis is applied to the quantitative results and content analysis to the qualitative findings. The law is judged insufficient for teacher welfare and motivation, limited in rights protection, and disruptive to school peace, with concerns over stakeholder exclusion and promotion planning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Method

Findings

Discussion

Conclusion

Evaluation of Teaching Profession Law through Pareto and Content Analysis Methods Anıl Kadir ERANIL1 Ministry of National Education Hikmet ŞEVGİN 2 Van Yüzüncü Yıl University Abstract This study investigates satisfaction with the Teaching Profession Law (TPL), evaluation of the current situation, and expectations in line with the opinions and thoughts of teachers and administrators. The study was designed in a sequential explanatory design, which is a mixed design. Quantitative data were collected from 241 educators through a 12-item survey by the researchers. Then, qualitative data were collected by conducting interviews with 12 participants through a semi-structured form. The Pareto technique was used in the analysis of quantitative data in the research, and content analysis was used in qualitative data. According to the results obtained in line with the quantitative data of the research, it was found that the career ladder application was not appropriate and the law did not increase teacher welfare and motivation to work. It has also been disappointing after the law came into force. In line with the findings that emerged in line with the qualitative data, the law is not comprehensive and inclusive, it is expected to be developed over time and does not sufficiently guarantee personal rights. It eliminates the practice of equal pay for equal work and disturbs the peace at school. The fact that the law came to the fore with its material aspect also damaged the professional reputation. Stakeholder views were not taken into account while drafting the law. It is expected that the job descriptions of educators, career planning, elimination of financial concerns, increasing professional reputation, specialization according to the branch, serving professional development, and securing teacher rights. Keywords: Turkish Education System, Teaching Profession Law, Education Law DOI: 10.29329/epasr.2023 .600.20 Submitted: 25 March 2023 Accepted: 24 June 2023 Published: 30 September 2023 1Dr., Ministry of National Education Nevşehir Provincial Directorate, Nevsehir, Türkiye, ORCID: (0000-0001-7804-735X) Correspondence: [eranilanilkadir@gmail.com](eranilanilkadir@gmail.com) 2 Assist Professor, Van Yüzüncü Yıl University Faculty of Education, Van, Türkiye, ORCID: (0000-0002-9727-5865), [Email: hikmetsevgin@gmail.com](Email: hikmetsevgin@gmail.com) Introduction Guaranteeing the professional rights, responsibilities, and duties of teachers by law allows teachers to carry out their profession more qualified. The thoughts of the members of the profession about their profession are closely related to their professional behavior, their commitment to the profession, and their professional success, thus their well-being. For this reason, how teachers evaluate themselves, their profession, and the social perception of their profession is as important as how the teaching profession is perceived by society (Altan & Özmusul, 2022) . The rights and responsibilities of teachers in the Turkish education system (TES) have been governed by various laws and regulations, not by professional law for many years. However, there has always been a need for a professional law. The long-awaited teaching profession law (TPL) in Türkiye take effect in February 2022 (Yapucuoğlu & Ballı, 2022) . It is understood that various dissatisfactions, expectations, or positive opinions have arisen regarding the TPL before and after its entry into force. In the study of Öztürk and Yaylak (2022), teachers generally obtained information about TPL via social media and television. In addition, the official and non-governmental organizations that most concern teachers are not able to provide the necessary information to teachers in the face of the situation. Teachers state that the draft TPL was prepared without consulting the education stakeholders and is not inclusive. As claimed by Altan and Özmusul (2022), TPL aims to increase teacher welfare and ad

FAQs

What does the study evaluate regarding the Teaching Profession Law (TPL)?

It evaluates satisfaction with TPL, the assessment of the current situation, and expectations based on teachers’ and administrators’ opinions.

How were data collected and analyzed in the study?

Quantitative data were gathered from 241 educators via a 12-item survey, and qualitative data were obtained through semi-structured interviews with 12 participants. Pareto technique was used for quantitative analysis, and content analysis was used for qualitative data.

What are the main criticisms of the TPL reported by the study?

The career ladder application is considered inappropriate, the law is found not to increase teacher welfare and motivation, it is viewed as insufficiently comprehensive and inclusive, and it is said to disturb school peace and harm professional reputation due to its material aspect and lack of stakeholder input.

Oct 15, 2026

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