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The purpose of this study was to investigate the opinions of multigrade classroom teachers about the adaptation process to school and the problems they encounter in this process. The data of the study with qualitative pattern were obtained from a semi-structured interview form prepared by the researchers. Using a convenient sampling technique, 15 multigrade classroom teachers were selected for the study, which was carried out in the academic year 2020–2021. All of the participants whose data were collected in the study work in the village schools of the Eastern Anatolia region. The data obtained from the participants were analyzed by the content analysis technique. From the results of the research, it was determined that the teachers faced problems arising from seasonal conditions, inadequacy of education faculties, students’ level of readiness, parental indifference, village people’s perspective on life and school opportunities. Also it was detected that they made individual efforts to solve the problems and received help from their colleagues, parents, and authorized persons. Multigrade classroom teachers stated that there was a difference between the problems they foresaw and the problems they encountered in terms of the cleaning of the school, physical facilities, levels of students, and teacher responsibilities. However, it was seen that the teachers found the “Teaching in Combined Classes” course useful in terms of preparing official documents and performing in-class practices. In addition, it was determined that most of the teachers did not have any prejudices before going to school; that they expressed their views on the implementation of institutional practices; and that they gave some advice to newly appointed teachers in a multi-class school, such as communicating with the environment, meeting with colleagues, and residing in the village. Based on the results obtained, it was suggested to the researchers that they examine the opinions of teachers about the school adaptation process and the problems encountered in this process as well as the guidance practices.
Cite this article as: İspir, B., & Akan, E. (2023). Birleştirilmiş sınıf öğretmenlerinin okula uyum süreci ve bu süreçte karşılaştıkları sorunlarla ilgili görüşlerinin incelenmesi. Educational Academic Research, 50, 14-27.