BibTex RIS Cite

AB ve Türkiye’de Kamuda Görev Yapan Öğretmenlerin İstihdam Durumlarının İncelenmesi

Year 2015, Volume: 7 Issue: 3, 57 - 66, 31.12.2015

Hilal Buyukgoze

Abstract

Bu çalışma, Avrupa Birliği üye ülkeleri ve Türkiye’de kamu sektöründe ISCED 1, 2 ve 3 düzeyindeki okullarda görev yapan öğretmenlerin mesleğe giriş, istihdam ve çalışma şartları, yer değişikliği koşulları, maaşlar, ek ödeme ve emeklilik uygulamaları açısından karşılaştırmalı bir değerlendirmesini ayrıntılarıyla inceleyip sunmaktadır. Çalışma, Avrupa’da devlet okullarında çalışmakta olan öğretmenlerin esas olarak 3 farklı şekilde istihdam edildiğini göstermektedir: (1) sözleşmeli statü, (2) devlet memuru statüsü ve (3) kariyer devlet memuru statüsü. Ayrıca, “yedek öğretmenler” ise 1 gün ila birkaç ay veya bir eğitim-öğretim yılı boyunca istihdam edilebilmektedirler. Bunun yanı sıra, bu gibi geçici istihdam durumlarında gereklilikler farklılaşabilmektedir. AB ülkelerindeki öğretmenlerin çalışma şartları incelendiğinde ise, bu şartların bazen karşılıklı olarak bazen de ilgili yasal düzenleme esas alınarak sendikalar üzerinden merkezi anlaşmalar yolu ile belirlendiği tespit edilmiştir. Emeklilik hakkını ve maaşını tam olarak hak edebilmek için çoğu AB ülkesinde yaş sınırı 65 olarak belirlenmiştir. Genel bir sonuç olarak, AB ülkelerinin çoğunluğunda öğretmenlerin kariyerlerine öncelikle kısa süreli sözleşmeler ile başladığı, profesyonel öğretmenlik kariyerleri boyunca edindikleri deneyim ve nitelikler doğrultusunda daha uzun süreli sözleşmelere geçtikleri ve son olarak ise devlet memuru statüsüne geçirildikleri ifade edilebilir.

Keywords

AB üye ülkeleri istihdam durumu öğretmenler kamu sektörü Türkiye

References

  • Adams, R. (2014, April 10). Rise in number of unqualified teachers at state-funded schools in England. The Guardian. Retrieved
  • http://www.theguardian.com/education/2014/apr/10/rise
  • number-unqualified-teachers-state-funded-schools-england
  • Alvarez, R. (2008). The relationship of teacher quality and student achievement in elementary schools from the New York City (Doctoral dissertation). Retrieved from ERIC.
  • Avrupa Birliği Bakanlığı. (2013). Bir bakışta AB. Retrieved from http://www.abgs.gov.tr/index.php?p=3
  • Baird J., Isaacs, T., Johnson, S., Stobart, G., Yu, G., Sprague, T., & Daugherty, R. (2011). Policy effects of PISA. Retrieved from Oxford University Centre for Educational Assessment website: http://oucea.education.ox.ac.uk/wordpress/wp
  • content/uploads/2011/10/Policy-Effects-of-PISA-OUCEA.pdf
  • Ballard, K., & Bates, A. (2008). Making a connection between student achievement, teacher accountability, and quality classroom instruction. The Qualitative Report, 13(4), 560-580. Best M., Knight, P., Lietz, P., Lockwood, C., Nugroho, D., & Tobin, M. (2013). The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries. Retrieved from the Australian Agency for International Development (AusAID) website:
  • http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=KKB8wH9 tvm
  • Bieber, T., & Martens, K. (2011). The OECD PISA study as a soft power in education? Lessons from Switzerland and the US. European Journal of Education, 46(1), 101-116.
  • Bracey, G. W., & Molnar, A. (2003). Recruiting, preparing and retaining high quality teachers: An empirical synthesis (Research Report No: EPSL-0302-102-EPRU). Retrieved from http://nepc.colorado.edu/files/EPSL-0302-102-EPRU.pdf
  • Breakspear, S. (2012). The policy impact of PISA: An exploration of the normative effects of international benchmarking in school system performance, OECD Education Working Papers (No. 71), OECD Publishing, http://www.oecd-ilibrary.org/education/the-policy-impact-of- pisa_5k9fdfqffr28-en
  • Commission on Effective Teachers and Teaching-CETT. (2011). Transforming teaching: Connecting professional responsibility with
  • http://www.nea.org/assets/docs/Transformingteaching2012.p df Retrieved
  • from Constitution of the Republic of Turkey. part II. Chapt III. art 42.
  • Cooper, J. M., & Alvarado, A. (2006). Preparation, recruitment, and retention of teachers (Education Policy Series No: 5) Retrieved from International Institute for Educational Planning
  • http://www.unesco.org/iiep/PDF/Edpol5.pdf
  • website: Darling-Hammond, L., Chung Wei, R., & Andree, A. (2010, August). How high-achieving countries develop great teachers. (Research Brief No: 9). Stanford, CA.
  • Darling-Hammond, L., & Post, L. (2000). Inequality in teaching and schooling: Supporting high quality teaching and leadership in low income schools. In R. D. Kahlenberg (Ed.), A notion at risk: Preserving public education as an engine for social mobility (pp. 127-167). The Twentieth Century Fund Inc. EACEA/Eurydice. (2012). Key Data on Education in Europe, 2012. Eurydice Report. Luxembourg: Publications Office of the EU.
  • Eurydice. (2012). Teachers’ and School Heads’ Salaries and Allowances in Europe, 2011/2012. Eurydice Report. Luxembourg: Publications of the EU.
  • European Union. (2012). Consolidated version of the treaty of the EU and the treaty on the functioning of the EU. Official Journal
  • 3000/1977091X.C_2012.326.eng. Union, 55,
  • doi: European Commission- Eurydice. (2013a). Key Data on Teachers and School Leaders in Europe. 2013 Edition. Eurydice Report. Luxembourg: Publications Office of the European Union.
  • European Commission- Eurydice. (2013b). Organization of school time in Europe, Primary and General Secondary Education 2012/2013 school year. Eurydice- Facts and Figures. Luxembourg: Publications Office of the European Union.
  • Eurydice. (2013c). Recommended Annual Taught Time in Full- time Compulsory Education in Europe 2012/2013. Eurydice- Facts and Figures. Luxembourg: Publications Office of the European Union.
  • EACEA/Eurydice. (2013d). Funding of Education in Europe 2000-2012: The Impact of the Economic Crisis. Eurydice Report. Luxembourg: Publications Office of the European Union.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw- Hill Higher Education Publishing.
  • Froese-Germain, B. (2010). The OECD, PISA and the impacts on educational policy. Retrieved from Virtual Research Centre (VRC) website: http://files.eric.ed.gov/fulltext/ED532562.pdf
  • Gültekin, M., & Anagün, Ş. S. (2006). Avrupa Birliği’nin eğitimde kaliteyi belirleyici alan ve göstergeleri açısından Türk eğitim sisteminin durumu. Sosyal Bilimler Dergisi, 2, 145-170. Hanushek, E. A. (2009). The economic value of education and cognitive skills. In Gary Sykes, Barbara Schneider and David N. Plank (Eds.), Handbook of Education Policy Research, (pp.39-56). New York: Routledge.
  • Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education, 30(3), 466-479.
  • Hanushek, E. A. (2012). Education quality and economic growth. In Brendan Miniter (Ed.), The 4 percent solution: Unleashing the economic growth America needs (pp. 227-239). New York: Crown Business.
  • Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. In E. A. Hanushek and F. Welch (Eds.), Handbook of Economics of Education (pp.1051-1078). doi: 10.1016/B978-0-444-53444- 6.00025-0.
  • Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267-271.
  • Hanushek, E. A., & Rivkin, S. G. (2012). The distribution of teacher quality and implications for policy. Annual Review of Economics, 4, 131-157.
  • Hanushek, E. A., & Woessmann, L. (2012). The role of international assessments of cognitive skills in the analysis of growth and development. In Matthias von Davier, Eugenio Gonzalez, Irwin Kirsch, and Kentaro Yamamoto (Eds.), The role of international large-scale assessments: Perspectives from technology, economy, and educational research (pp. 47-65). Dordrecht, Netherlands: Springer.
  • Hanushek, E. A., & Woessmann, L. (2012). The economic benefit of educational reform in the European Union. CESinfo Economic Studies, 58(1), 73-109.
  • Harris, D. N., & Sass, T. R. (2007). Teacher training, teacher quality, and student achievement (Working Paper No: 3). Retrieved from National Center for Analysis of Longitudinal Data in Education Research: CALDER Publishing.
  • Hightower, A. M., Delgado, R. C., Lloyd, S. C., Wittenstein, R., Sellers, K., & Swanson, C. B. (2011). Improving student learning by supporting quality teaching: Key issues, effective strategies. Retrieved from Editorial Projects in Education website:
  • http://www.edweek.org/media/eperc_qualityteaching_12.11.p df
  • Jacob, B. A., & Rockoff, J. E. (2011). Organizing schools to improve
  • configurations, and teacher assignments. The Hamilton Project, Washington DC: Brookings. Start times,
  • grade King Rice, J. (2003). Teacher quality: Understanding the teacher
  • http://www.epi.org/publication/books Retrieved
  • from Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820. doi: 10.1037/a0032583.
  • Lingard, B., & Stellar, S. (2013). Policy learning or policy ammunition: Three national responses to Shanghai’s performance on PISA 2009. Professional Educator, 12(2), 8-14. Loeb, S., Miller, L. C., & Strunk, K. O. (2009). The state role in teacher professional development and education throughout teachers’ careers. American Education Finance Association Policy Brief, 212-228.
  • McCutchen, D., Abbott, R. D., & Green, L. B. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35, 69-86.
  • National Council on Teacher Education. (2012). Teacher quality roadmap: Improving policies and practices in the Miami-Dade County public schools. Washington: Bill and Melinda Gates Foundation.
  • National Institute for Early Education Research (2004, December). Better teachers, better preschools: Student achievement linked to teacher qualifications (Issue Brief No: 2) New Brunswick, NJ: W. Steven Barnett.
  • Olson, L. (2003, January). The great divide. Education Week American Education`s Newspaper of Rceord, 22(17), 9-16.
  • Rand Education, (2012). Teachers matter: Understanding teachers’ impact on student achievement. Retrieved from http://www.rand.org/content/dam/rand/pubs/corporate_pubs Ranjan, N., & Rahman, N. (2010). Role of teacher in enhancing learning achievement in child: Emphasis on teacher skill development, knowledge building and ICT. Retrieved from Government of Kerala Higher Education Portal website: http://www.dhsekerala.gov.in/downloads/role_tech.pdf
  • Sağlam, M., Özüdoğru, F., & Çıray, F. (2011). Avrupa Birliği eğitim politikaları ve Türk eğitim sistemine etkileri. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 87-109. Sharratt, L., & Sharratt, M. (2007). The impact of teachers’ learning on students’ literacy achievement. Paper presented at the Fifth Annual Hawaii International Conference on Education,
  • http://www.lynsharratt.com/pdf/impactofteacherlearningonst udentsliteracyachievement.pdf Retrieved
  • from The American Association of Physics Teachers-AAPT. (2009). The role, education, qualifications, and professional development of secondary school physics teachers. Retrieved from
  • school-physics-teacher-role_booklet.pdf
  • Tschamen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Urbanski, A. (1988). Teacher professionalism and teacher accountability: Towards a more genuine teaching profession. Educational Policy, 12(4), 449-457.
  • Yetkiner Özel, Z. E., & Özel, S. (2013). Mathematics teacher quality: Its distribution and relationship with student achievement in Turkey. Asia Pacific Education Review, 14(2), 231-242. doi: 10.1007/s12564-013-9242-4.
  • Yoon, K. S., Duncan, S. W., Lee, B., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Report No: 033). Washington D.C.: US. Department of Education, Institute of Educational Sciences, National Center for Education Evaluation and Regional Assistance.

A Comparison of the Employment of Public Sector Teachers in EU and Turkey

Year 2015, Volume: 7 Issue: 3, 57 - 66, 31.12.2015

Hilal Buyukgoze

Abstract

This paper presents and elaborates on a comparative picture of entry to the profession, employment status and conditions of service, replacement measures, and salaries, complementary payments and retirement of teachers working in public sector of education at ISCED 1, 2 and 3 levels in European Union countries and in Turkey. The study mainly figures out that teachers working in European state schools are employed generally in 3 different ways: (1) contractual status, (2) civil servant status, and (3) career civil servant status. In addition to these, ‘substitute’ or ‘replacement’ teachers are employed beginning from 1 day to several months or a full school year in place of absent teachers. Further, the requirements for such temporary employments vary. Concerning the conditions of service for teachers of the EU countries, they range from agreeing on a co-mutual and collective bargaining process based on relevant legislation to being recruited based on totally centralized arrangements. As for the retirement entitlement to a full pension, the common legal upper age limit in most of the EU countries is 65 years. As an overall conclusion, it may be stated that in the large majority of EU countries, teachers begin their professional career with short-term contracts, then based on their experience and qualifications gained during their professional teaching career they are employed for longer terms and eventually this status is mainly replaced that of civil servant status.

Keywords

EU member countries employment status teachers public sector Turkey

References

  • Adams, R. (2014, April 10). Rise in number of unqualified teachers at state-funded schools in England. The Guardian. Retrieved
  • http://www.theguardian.com/education/2014/apr/10/rise
  • number-unqualified-teachers-state-funded-schools-england
  • Alvarez, R. (2008). The relationship of teacher quality and student achievement in elementary schools from the New York City (Doctoral dissertation). Retrieved from ERIC.
  • Avrupa Birliği Bakanlığı. (2013). Bir bakışta AB. Retrieved from http://www.abgs.gov.tr/index.php?p=3
  • Baird J., Isaacs, T., Johnson, S., Stobart, G., Yu, G., Sprague, T., & Daugherty, R. (2011). Policy effects of PISA. Retrieved from Oxford University Centre for Educational Assessment website: http://oucea.education.ox.ac.uk/wordpress/wp
  • content/uploads/2011/10/Policy-Effects-of-PISA-OUCEA.pdf
  • Ballard, K., & Bates, A. (2008). Making a connection between student achievement, teacher accountability, and quality classroom instruction. The Qualitative Report, 13(4), 560-580. Best M., Knight, P., Lietz, P., Lockwood, C., Nugroho, D., & Tobin, M. (2013). The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries. Retrieved from the Australian Agency for International Development (AusAID) website:
  • http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=KKB8wH9 tvm
  • Bieber, T., & Martens, K. (2011). The OECD PISA study as a soft power in education? Lessons from Switzerland and the US. European Journal of Education, 46(1), 101-116.
  • Bracey, G. W., & Molnar, A. (2003). Recruiting, preparing and retaining high quality teachers: An empirical synthesis (Research Report No: EPSL-0302-102-EPRU). Retrieved from http://nepc.colorado.edu/files/EPSL-0302-102-EPRU.pdf
  • Breakspear, S. (2012). The policy impact of PISA: An exploration of the normative effects of international benchmarking in school system performance, OECD Education Working Papers (No. 71), OECD Publishing, http://www.oecd-ilibrary.org/education/the-policy-impact-of- pisa_5k9fdfqffr28-en
  • Commission on Effective Teachers and Teaching-CETT. (2011). Transforming teaching: Connecting professional responsibility with
  • http://www.nea.org/assets/docs/Transformingteaching2012.p df Retrieved
  • from Constitution of the Republic of Turkey. part II. Chapt III. art 42.
  • Cooper, J. M., & Alvarado, A. (2006). Preparation, recruitment, and retention of teachers (Education Policy Series No: 5) Retrieved from International Institute for Educational Planning
  • http://www.unesco.org/iiep/PDF/Edpol5.pdf
  • website: Darling-Hammond, L., Chung Wei, R., & Andree, A. (2010, August). How high-achieving countries develop great teachers. (Research Brief No: 9). Stanford, CA.
  • Darling-Hammond, L., & Post, L. (2000). Inequality in teaching and schooling: Supporting high quality teaching and leadership in low income schools. In R. D. Kahlenberg (Ed.), A notion at risk: Preserving public education as an engine for social mobility (pp. 127-167). The Twentieth Century Fund Inc. EACEA/Eurydice. (2012). Key Data on Education in Europe, 2012. Eurydice Report. Luxembourg: Publications Office of the EU.
  • Eurydice. (2012). Teachers’ and School Heads’ Salaries and Allowances in Europe, 2011/2012. Eurydice Report. Luxembourg: Publications of the EU.
  • European Union. (2012). Consolidated version of the treaty of the EU and the treaty on the functioning of the EU. Official Journal
  • 3000/1977091X.C_2012.326.eng. Union, 55,
  • doi: European Commission- Eurydice. (2013a). Key Data on Teachers and School Leaders in Europe. 2013 Edition. Eurydice Report. Luxembourg: Publications Office of the European Union.
  • European Commission- Eurydice. (2013b). Organization of school time in Europe, Primary and General Secondary Education 2012/2013 school year. Eurydice- Facts and Figures. Luxembourg: Publications Office of the European Union.
  • Eurydice. (2013c). Recommended Annual Taught Time in Full- time Compulsory Education in Europe 2012/2013. Eurydice- Facts and Figures. Luxembourg: Publications Office of the European Union.
  • EACEA/Eurydice. (2013d). Funding of Education in Europe 2000-2012: The Impact of the Economic Crisis. Eurydice Report. Luxembourg: Publications Office of the European Union.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw- Hill Higher Education Publishing.
  • Froese-Germain, B. (2010). The OECD, PISA and the impacts on educational policy. Retrieved from Virtual Research Centre (VRC) website: http://files.eric.ed.gov/fulltext/ED532562.pdf
  • Gültekin, M., & Anagün, Ş. S. (2006). Avrupa Birliği’nin eğitimde kaliteyi belirleyici alan ve göstergeleri açısından Türk eğitim sisteminin durumu. Sosyal Bilimler Dergisi, 2, 145-170. Hanushek, E. A. (2009). The economic value of education and cognitive skills. In Gary Sykes, Barbara Schneider and David N. Plank (Eds.), Handbook of Education Policy Research, (pp.39-56). New York: Routledge.
  • Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education, 30(3), 466-479.
  • Hanushek, E. A. (2012). Education quality and economic growth. In Brendan Miniter (Ed.), The 4 percent solution: Unleashing the economic growth America needs (pp. 227-239). New York: Crown Business.
  • Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. In E. A. Hanushek and F. Welch (Eds.), Handbook of Economics of Education (pp.1051-1078). doi: 10.1016/B978-0-444-53444- 6.00025-0.
  • Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267-271.
  • Hanushek, E. A., & Rivkin, S. G. (2012). The distribution of teacher quality and implications for policy. Annual Review of Economics, 4, 131-157.
  • Hanushek, E. A., & Woessmann, L. (2012). The role of international assessments of cognitive skills in the analysis of growth and development. In Matthias von Davier, Eugenio Gonzalez, Irwin Kirsch, and Kentaro Yamamoto (Eds.), The role of international large-scale assessments: Perspectives from technology, economy, and educational research (pp. 47-65). Dordrecht, Netherlands: Springer.
  • Hanushek, E. A., & Woessmann, L. (2012). The economic benefit of educational reform in the European Union. CESinfo Economic Studies, 58(1), 73-109.
  • Harris, D. N., & Sass, T. R. (2007). Teacher training, teacher quality, and student achievement (Working Paper No: 3). Retrieved from National Center for Analysis of Longitudinal Data in Education Research: CALDER Publishing.
  • Hightower, A. M., Delgado, R. C., Lloyd, S. C., Wittenstein, R., Sellers, K., & Swanson, C. B. (2011). Improving student learning by supporting quality teaching: Key issues, effective strategies. Retrieved from Editorial Projects in Education website:
  • http://www.edweek.org/media/eperc_qualityteaching_12.11.p df
  • Jacob, B. A., & Rockoff, J. E. (2011). Organizing schools to improve
  • configurations, and teacher assignments. The Hamilton Project, Washington DC: Brookings. Start times,
  • grade King Rice, J. (2003). Teacher quality: Understanding the teacher
  • http://www.epi.org/publication/books Retrieved
  • from Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820. doi: 10.1037/a0032583.
  • Lingard, B., & Stellar, S. (2013). Policy learning or policy ammunition: Three national responses to Shanghai’s performance on PISA 2009. Professional Educator, 12(2), 8-14. Loeb, S., Miller, L. C., & Strunk, K. O. (2009). The state role in teacher professional development and education throughout teachers’ careers. American Education Finance Association Policy Brief, 212-228.
  • McCutchen, D., Abbott, R. D., & Green, L. B. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35, 69-86.
  • National Council on Teacher Education. (2012). Teacher quality roadmap: Improving policies and practices in the Miami-Dade County public schools. Washington: Bill and Melinda Gates Foundation.
  • National Institute for Early Education Research (2004, December). Better teachers, better preschools: Student achievement linked to teacher qualifications (Issue Brief No: 2) New Brunswick, NJ: W. Steven Barnett.
  • Olson, L. (2003, January). The great divide. Education Week American Education`s Newspaper of Rceord, 22(17), 9-16.
  • Rand Education, (2012). Teachers matter: Understanding teachers’ impact on student achievement. Retrieved from http://www.rand.org/content/dam/rand/pubs/corporate_pubs Ranjan, N., & Rahman, N. (2010). Role of teacher in enhancing learning achievement in child: Emphasis on teacher skill development, knowledge building and ICT. Retrieved from Government of Kerala Higher Education Portal website: http://www.dhsekerala.gov.in/downloads/role_tech.pdf
  • Sağlam, M., Özüdoğru, F., & Çıray, F. (2011). Avrupa Birliği eğitim politikaları ve Türk eğitim sistemine etkileri. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 87-109. Sharratt, L., & Sharratt, M. (2007). The impact of teachers’ learning on students’ literacy achievement. Paper presented at the Fifth Annual Hawaii International Conference on Education,
  • http://www.lynsharratt.com/pdf/impactofteacherlearningonst udentsliteracyachievement.pdf Retrieved
  • from The American Association of Physics Teachers-AAPT. (2009). The role, education, qualifications, and professional development of secondary school physics teachers. Retrieved from
  • school-physics-teacher-role_booklet.pdf
  • Tschamen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Urbanski, A. (1988). Teacher professionalism and teacher accountability: Towards a more genuine teaching profession. Educational Policy, 12(4), 449-457.
  • Yetkiner Özel, Z. E., & Özel, S. (2013). Mathematics teacher quality: Its distribution and relationship with student achievement in Turkey. Asia Pacific Education Review, 14(2), 231-242. doi: 10.1007/s12564-013-9242-4.
  • Yoon, K. S., Duncan, S. W., Lee, B., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Report No: 033). Washington D.C.: US. Department of Education, Institute of Educational Sciences, National Center for Education Evaluation and Regional Assistance.
There are 58 citations in total.

Details

Other ID JA43TV97MG
Journal Section Review Article
Authors

Hilal Buyukgoze

Publication Date December 31, 2015
Published in Issue Year 2015Volume: 7 Issue: 3

Cite

APA Buyukgoze, H. (2015). AB ve Türkiye’de Kamuda Görev Yapan Öğretmenlerin İstihdam Durumlarının İncelenmesi. Aksaray Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi, 7(3), 57-66.
 Download Cover Image