ABSTRACT
This study examines the perspectives of school administrators working in state-affiliated primary schools in the Turkish Republic of Northern Cyprus (TRNC) regarding the management of the full-day education schedule, as well as the experiences of teachers in implementing the program. The research aims to explore the effects of full-day schooling on school management, teacher motivation, and instructional processes. The study was conducted with a total of 50 participants, including 7 school principals, 6 vice principals, and 37 classroom teachers working in primary schools under the jurisdiction of the TRNC Ministry of National Education.
A qualitative research approach was adopted, employing a case study design. Data were collected through a semi-structured interview form consisting of eight open-ended questions developed by the researcher. The interviews were conducted using the semi-structured interview technique, and the collected data were analyzed using the content analysis method. Themes were generated and interpreted based on participants’ views to provide insights into the challenges and opportunities associated with implementing full-day education in TRNC primary schools. The findings revealed that the existing physical and technological infrastructure and equipment in schools are not at a level compatible with the requirements of the current century. It was concluded that the current full-day education model is neither effective nor efficient when evaluated in terms of both educational and social aspects. Furthermore, the instructional programs currently in use were found to be insufficient in meeting the expected standards for supporting full-day education within the context of 21st-century educational needs. These findings emphasize the necessity of implementing full-day education only after ensuring that schools are adequately prepared in terms of physical infrastructure, technological equipment, and instructional programs. Such preparation is essential not only for enhancing the quality and efficiency of education but also for significantly contributing to the professional development of teachers and the academic and social growth of students.