Teaching at private schools: A phenomenological study on ethical dilemmas

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2022-06-01 DOI:10.2478/jped-2022-0003

Servet Üztemur, Abdurrahman İlğan, Emre Sevigen

引用次数: 1

Abstract

Abstract This study aims to examine in detail the ethical dilemmas faced by private school teachers. The study employed a phenomenological research design. The study group comprised 15 teachers working at private schools in a province located in the southeastern region of Turkey in the 2020-2021 academic year, who were determined by the maximum variation sampling method. A semi-structured interview form was used as the data collection instrument. Collected data were subjected to phenomenological analysis. According to the findings, ethical dilemmas faced by private school teachers can be categorized under the themes of “parents,” “students,” “school administration,” and “co-workers.” Ethical dilemmas in private schools have been found to differ in some aspects from those in public schools. Also, it was observed that teachers dealt with ethical dilemmas under the fear of losing their jobs. The results are discussed in the context of professional and workplace problems faced by private school teachers, and recommendations are presented accordingly.

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私立学校教学:伦理困境的现象学研究

摘要本研究旨在详细检视民办学校教师所面临的伦理困境。本研究采用现象学研究设计。研究小组由土耳其东南部某省2020-2021学年在私立学校工作的15名教师组成，采用最大变异抽样法确定。采用半结构化访谈表作为数据收集工具。收集的资料进行现象学分析。根据调查结果，私立学校教师面临的道德困境可以分为“家长”、“学生”、“学校管理”和“同事”四个主题。我们发现私立学校的伦理困境在某些方面与公立学校有所不同。此外，据观察，教师在担心失去工作的情况下处理道德困境。研究结果在私立学校教师面临的专业和工作场所问题的背景下进行了讨论，并提出了相应的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.