The reasons for teachers’ preference for Master’s degree

Teachers’ preference for Master’s degree

Abstract

The purpose of the study was to determine the reasons for teachers' enrollment in master’s degree programs and their problems during their education. The study group was determined by the maximum diversity sampling method. The study group was conducted on graduates of different branches, ages, and professional experience who are already teachers or waiting to be appointed as teachers. This research is a phenomenology study. The data collection tool consisted of the personal information protocol and the interview form consisting of 8 open-ended questions. As a result of the study, it was determined that the teachers with master’s degree stated that the reasons for wanting to study for a master's degree are personal development or self-improvement in the field of education, pursuing an academic career, professional development, having in-depth knowledge in the field. Considering the purpose of the teachers who have not completed a master's degree but want to pursue a master's degree, the aim of the teachers is to increase their knowledge in the field, but also to do academic studies, to specialize, to do their profession better. Economic conditions, insufficient time, interview and language barrier, and the institution-based reasons that prevent teachers who have not completed a master's degree, but who want to do a master's degree, come to the fore.