This research examines teachers’ perspectives on factors shaping access to education. Using a qualitative research design, semi-structured interviews were conducted with 33 teachers working in different school types, and data were analysed thematically. Findings are organised under five themes. Regarding social structure, fragmented or inadequately supported families in rural areas adversely affected educational access, whilst parental education level and family awareness emerged as determining factors in urban centres. Socioeconomic status proved decisive in accessing basic needs and technology; children from low-income families were disadvantaged, whereas those from high-income families accessed additional resources. Cultural factors, particularly language differences, gender roles, and traditional structures, restricted girls’ educational access. Physical infrastructure revealed equipment deficiencies and transportation problems in rural areas, whilst urban centres faced overcrowded classrooms and inadequate materials. Although legal regulations safeguard the right to education, various implementation challenges persist in practice.
Doğuş et al. (Wed,) studied this question.