DOI: 10.30964/auebfd.1868338 ISSN: 1301-3718

An Examination of the Social Status of the Teaching Profession in the Context of Teacher Employment

Tuğba Alagöz, Binali Tunç
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This study aims to examine how the phenomenon of unassigned teachers reflects on the perceived social status of the teaching profession, based on the experiences and evaluations of three stakeholder groups. The research was conducted using a qualitative case study design; semi-structured interviews were conducted with teachers working in the central district of Niğde province during the 2024-2025 academic year (n=11), unassigned/teaching candidates in the assignment process (n=9), and upper secondary school final-year students in the university selection phase (n=15). The data were analysed using content analysis, and inter-coder reliability was calculated as 87% using the Miles and Huberman (1994) formula. The findings show that appointment uncertainty weakens perceptions of professional prestige and confidence; temporary forms of employment, such as paid teaching, make the teaching profession appear insecure and low-status; it increases demotivation, anxiety about the future and feelings of worthlessness among teacher candidates; and secondary school students consider teaching a less attractive career option. The findings reveal that policy improvements such as transparent planning based on teacher supply and demand, predictability of the appointment schedule, and strengthening permanent models of teacher employment are critical in supporting the social status of the profession.

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