Akademik Veri Yönetim Sistemi
LEADERSHIP AND POLICY IN SCHOOLS, 2024 (ESCI)
This study critically investigates the escalating phenomenon of precariat employment among educators in private schools, against the backdrop of neoliberal market reforms. Utilizing a robust qualitative methodology grounded in thematic analysis of semi-structured interviews with teachers. It uncovers the nuanced realities of precarious work conditions. The analysis, informed by a comprehensive theoretical framework, identifies four key themes: adverse Educational Policies, challenging Working Conditions, the distressing Psychosocial Context, and constraining Institutional Policies. These findings not only bridge a significant gap in the literature on neoliberal impacts on private education but also offer empirical evidence of the quantifiable effects on teacher well-being and educational quality. Moreover, the study provides a comparative lens, enriching our understanding of global precarity trends. The policy and praxis proposals detail the needed modifications in terms of job security provision and supportive educational environment. The research is aimed at the practical solution of the problem of precarious employment in private schools, and the transformation of it into a more justice-oriented and sustainable future.