Akademik Veri Yönetim Sistemi
International Journal of Progressive Education, cilt.19, sa.1, ss.243-261, 2023 (Hakemli Dergi)
This study aims to examine the culture shock of teachers who have just started teaching in rural areas
and their solutions for their adaptation to the new cultural environment. Case study, one of the
qualitative methods, was used as part of this research. The participants are 17 classroom teachers who
recently started teaching in the villages in the Eastern and Southeastern Anatolia Regions of Türkiye in
the 2021-2022 academic year. Criterion sampling was used in the selection of the participants. A semistructured interview form prepared by the researcher was used as the data collection tool. The stages of
thematic analysis were used in the research. The themes obtained as a result of the analysis of the data
collected during the interviews with newly appointed teachers were grouped under four headings:
Initial Culture Shock, Factors that Facilitate Cultural Adaptation, Factors that Make Cultural
Adaptation Difficult, and Support to Novice/Prospective Teachers. According to the data collected
from the teachers participating in the study, it is the language differences that cause culture shock the
most. While the climate of the region they live in, lifestyles, differences in the communication
channels used, and economic problems make cultural adaptation difficult, colleague support,
acceptance, learning cultural elements, family support and certain personal characteristics facilitate the
cultural adaptation process. In addition, teachers think that supporting new pre-professional teachers
by communicating with experienced teachers, giving courses on cultural diversity in undergraduate
education and holding orientation meetings will accelerate cultural adaptation.