DOI: 10.14686/buefad.1878378 ISSN: 1308-7177

The Collapse of Graduate Dreams: Motivational Dynamics and Difficulties Experienced by Teachers Who Dropped Out of Postgraduate Education

Yıldız Dinç Bacak, Ender Kazak, Onur Er
Show PDF Cite
The purpose of this study is to identify the sources of motivation of teachers who did not complete their graduate education before starting their department and how motivation decreased over time. Semi-structured interviews were conducted with sixteen teachers who dropped out of graduate education during the 2023-2024 academic year at four different universities in Turkey. The criterion sampling method was used to determine the study group. The data were analyzed using content analysis. Findings from the study, conducted using a qualitative approach and case study design, revealed that teachers initially began graduate education motivated primarily by professional development, desire for management, status acquisition, breaking monotony, and overcoming feelings of professional inadequacy. However, during the thesis phase, it was determined that structural problems such as physical and mental fatigue, time constraints, the oppressive attitude of advisors, and lack of guidance seriously undermined motivation. In addition to external factors such as being transferred to another city, the pandemic, and earthquakes, the university being located in a different province and financial difficulties were also decisive factors in the loss of motivation experienced during the process. Furthermore, the negative attitudes of school administrators, additional assignments, and increased workload are institutional barriers that complicate the process. In light of the findings, it is recommended that programs be structured with a focus on application, class hours be optimized with hybrid models, and the advisory process be monitored. The Ministry of National Education and school administrations must implement supportive regulations, establish academic writing workshops, and clarify the career implications of graduate education in order to maintain the “effort-reward” balance. Finally, peer mentoring and social support platforms should be utilized to prevent feelings of isolation during the thesis writing process.

More from our Archive