Nihal TUNCA, Mustafa SAÄLAM
Values are defined as standards giving directions to the behaviors of individuals (Rokeach, 1973); as common thoughts and beliefs affecting the decisions of people about how to think, how to behave (Brand, 1999), and how to live (Feather, 1975); and as criteria giving importance and meaning to culture and society and determining ideal ways of thinking and behaving in society (Fichter, 1990). Children learn the worldview, emotional tendencies, political opinions, and the beliefs and culture of their societies, in short, the values of the society, (Gözütok, 2008) from their families in the first years of their lives (Halstead and Taylor, 2000; Fyffe et al., 2004; Sabatier et al., 2005; Çelik & Güven, 2011), and then from the media, their peers, educational institutions, and local communities (Halstead & Taylor, 2000; Fyffe et al., 2004; Çelik & Güven, 2011). During the process of personality development and socialization of an individual, the most important role after that of the family should be assumed by the school. Whether the teaching of values is realized through formal curriculum or hidden curriculum, it is of great importance for the instructor to be qualified enough to impart these values to learners. Teachers consciously or unconsciously reflect their values and direct their students’ behaviors while making their plans and conducting teaching activities for their students. For the effective teaching of values, teachers are expected to possess the values required by their profession. In this regard, it is of great importance to determine the values of the profession and to evaluate teachers in relation to these values. Yet, in the literature, there is no scale that can be used to evaluate teachers in terms of professional values. Based on this need, the present study aims to develop a reliable and valid measurement scale to evaluate elementary school teachers in terms of professional values.
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