Öğretmenlikte Kariyer Basamakları Uygulamasına İlişkin Öğretmen Görüşlerinin Metaforlar ve Sosyal Ağ Analizi Yoluyla İncelenmesi

The purpose of this study is to investigate teacher views on teacher career stages and current implementations with regard to these stages. Using an original methodology, the study utilizes concept maps to analyze the metaphors which are elicited from the social network data. Social network data manifests teachers’ advice-taking preferences on education policy in the school network.Based on convergent parallel design, the study uses both qualitative and quantitative research methods. The population of this study consist of 48 secondary school teachers. The study utilizes purposeful sampling method.6 teachers from each career stage were selected for the study. The study includes 16 teachers who agreed to the interview and filled out the social network questionnaire. The results show that novice teachers who are in the first stage revolved around the theme of ‘source of light’. In relation to that, candle was a favorite image amongst the beginning teachers. On the other hand, the of ‘source of light’ and the image candle had the connotations of having weaknesses and feelings of desperations when some metaphors were analyzed. As for the expert teachers who are in the second stage, the codes of ‘self-interest’ and fate title’ come forward.Head teachers who are in the last career stage communicated conflicting views as implied by various low frequency codes. This result was attributed to lack of head teachers in the current teacher career system due to the suspension of new teacher development program. Inconsistency and ill-planning were rising themes when the metaphors regarding the teachers’ career development stages were considered.Social network analysis shows that there is a moderate positive correlation between networks of teachers who share similar metaphors about novice and head teachers(r=.301). Besides, there is a loose correlation between mutual network of teachers who seek advice on education policies and the network of those sharing similar metaphors about expert teachers (r=.193). Additionally, results showed that teachers’ reciprocal communication and advice-seeking in school networks were correlated in a positive way (r=.297)