Year: 2026
Type: article
Study design: Observational Study
Abstract: The aim of this study is to determine mathematics and science teachers’ perceptions of one-to-one private tutoring and to examine whether these perceptions differ significantly according to various demographic and professional variables. The study was conducted using a quantitative research approach and is based on a descriptive survey design. The sample of the study consists of 175 mathematics and science teachers working in different provinces of Türkiye. Data were collected using the Private Tutoring Perception Scale. The findings indicate that teachers’ perceptions of private tutoring do not differ significantly according to gender, age, teaching branch, or professional experience. However, significant differences were found in teachers’ perceptions based on their private tutoring experience, educational background, and the duration of their private tutoring practice. In particular, teachers with private tutoring experience were found to approach private tutoring practices more critically, while teachers with higher academic qualifications tended to evaluate the effects of private tutoring on the education system from a more questioning perspective. The results of the study reveal that teachers’ perceptions are shaped not only by individual characteristics but also by their experiential relationship with private tutoring and the structural characteristics of the education system. In this respect, private tutoring emerges as a multidimensional phenomenon from the teachers’ perspective and represents an important issue that should be taken into consideration in the planning of educational policies. This study contributes both theoretically and practically to the development of teacher-based evaluations of private tutoring and to future research in the field.
Institution: Sivas Cumhuriyet Üniversitesi
Language: Turkish
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7213892425