Teaching Career Ladders: Legal Regulation and Applications from the Perspective of Educators

OpenAlex English

The main purpose of the research was to determine the opinions and suggestions of educators about the teaching career ladder and various dimensions of this practice. This study employed a mixed method sequential exploratory design. Data was collected using a survey, which included seventeen items as well as open-ended questions, developed by the researchers. The study employed a convenience sampling method. A total of one thousand one hundred seventeen educators participated in the study. Quantitative data was analyzed using descriptive statistics, namely frequency, percentage and Chi-square analysis. Qualitative data was analyzed through collaborative qualitative data analysis. The findings show that about half of the 1117 participants (N=520; 46,6%) were against the implementation of the Teaching Career Ladders, while 436 (39,0%) supported the current implementation. Qualitative analysis indicated that educators’ suggestions on teaching profession law can be examined under two main themes: assessment and other issues. The research shows that teachers support the career promotion system but are against the system in current practice. Based on the findings in this study, it is suggested that teachers’ opinions should be taken into consideration on regulations concerning their career ladders to provide more comprehensive laws and that consistency and continuity should be provided in terms of teachers’ career ladders.