The reasons for teachers’ preference for Master’s degree
Teachers’ preference for Master’s degree
The purpose of the study was to determine the reasons for teachers' enrollment in master’s degree programs and their problems during their education. The study group was determined by the maximum diversity sampling method. The study group was conducted on graduates of different branches, ages, and professional experience who are already teachers or waiting to be appointed as teachers. This research is a phenomenology study. The data collection tool consisted of the personal information protocol and the interview form consisting of 8 open-ended questions. As a result of the study, it was determined that the teachers with master’s degree stated that the reasons for wanting to study for a master's degree are personal development or self-improvement in the field of education, pursuing an academic career, professional development, having in-depth knowledge in the field. Considering the purpose of the teachers who have not completed a master's degree but want to pursue a master's degree, the aim of the teachers is to increase their knowledge in the field, but also to do academic studies, to specialize, to do their profession better. Economic conditions, insufficient time, interview and language barrier, and the institution-based reasons that prevent teachers who have not completed a master's degree, but who want to do a master's degree, come to the fore.
Copyright (c) 2020 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.