This qualitative case study discusses the opinions of teachers and principals (educational leaders) working at primary schools regarding recent changes implemented in the Turkish education system. “E-okul,” the “FATIH project,” and “MEBBIS,” which are technology-focused changes; and “girls’ education,” “the unfragmented 8-year compulsory education,” “children’s school participation,” and “promotion of literacy” and “students’ clothing” are changes that broaden the boundaries of the teaching and learning processes and are viewed as successful. However, “the new elective courses,” a component of the 12-year compulsory education reform, were perceived as a failed change. The most striking finding of the study indicated no agreement among the participants on the radical reforms, such as “the fragmented 12-year compulsory education,” “curriculum reform of 2005,” and “changes in the national examination system.” Although the recent change initiatives in the Turkish education system were thought to be generally successful, no agreement was seen related to the radical and significant changes.
Samancioglu, Mustafa; Baglibel, Murat; Bozbayindir, Fatih; and Kalman, Mahmut
"Educational Leaders' and Teachers' Opinions About Changes in the Turkish Education System: A Qualitative Case Study,"
International Journal of Leadership and Change:
1, Article 5.
Available at: http://digitalcommons.wku.edu/ijlc/vol3/iss1/5