Abstract

Teaching Turkish effectively and successfully is one of the main functions of all the teaching phases of Turkish education system. In secondary education, this duty mostly depends on Turkish Language and Literature teachers. The aim of the research named “Socialization of Turkish Language and Literature teachers” is to evaluate the process of vocational and organizational socialization of Turkish Language and Literature teachers according to teachers and the school managers’ view. This study includes 85 Turkish Language and Literature teachers and 62 school managers’ view who work in Erzincan city centre in 2013-2014 school year. In this study “The Scale of Turkish Language and Literature teachers’ socialization variables”, of which reliability and validity were analyzed, was used. According to findings both Turkish Language and Literature teachers and the school managers perceive “the process of in-services training” very inadequately within the context of practices that includes vocational socialization. Generally, school managers accept Turkish Language and Literature teachers’ “organizational socialization” less inadequate than teachers do. Turkish Language and Literature teachers and school managers think that social status of the teachers in Turkey “none”. The results show that Turkish Language and Literature teachers’ socialization practices cannot contribute to teachers’ vocational adaptation and dedication. In parallel with the results, it is suggested that in the context of vocational development and socialization of teachers in Turkey, specifically Turkish Language and Literature teachers, national norms which are compatible with international standards should be developed.

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