TEACHERS' VIEWS ON ACADEMIC FAILURE IN SECONDARY SCHOOLS: A COMPARISON BETWEEN PUBLIC AND PRIVATE SCHOOLS
TEACHERS' VIEWS ON ACADEMIC FAILURE IN SECONDARY SCHOOLS: A COMPARISON BETWEEN PUBLIC AND PRIVATE SCHOOLS

Summary/Abstract: This study aimed to comparatively examine the views of teachers working in public and private secondary schools on the reasons for academic failure. Using qualitative research methods with a phenomenological design, semi-structured interviews were conducted with 41 teachers (21 public, 20 private schools) working in the central district of Sivas province during the 2024–2025 academic year. Through the teachers' experiences, the reasons for academic failure, definitions of successful individuals, the impact of familial and environmental factors, the role of teaching methods, and expectations for preventing failure were analyzed. The findings show that public school teachers define successful individuals with internal characteristics such as discipline and patience, while private school teachers focus on work behaviors such as planning and self-confidence. Academic failure was expressed as “inability to reach the goal” in public schools and “performance problems” in private schools. While public school teachers emphasized individual and psychological factors in failure, private school teachers highlighted student attitudes, family factors, and the education system. It was stated that family support and a positive social environment increase success in both types of schools. In teaching methods, public schools emphasize student-centered approaches, while private schools emphasize active learning techniques. To prevent academic failure, dedication from teachers, cooperation from parents, responsibility from students, support from administrators, and systemic regulations from the Ministry of National Education are expected. The findings provide important clues for school-type-specific intervention strategies and inclusive education policies.

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