School Administrators' Opinions Related to the Values that should Be Gained to Classroom Teachers through In-Service Training

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dc.contributor.authorSezer, Senol
dc.contributor.authorKarabacak, Nermin
dc.contributor.authorKucuk, Mehmet
dc.contributor.authorKorkmaz, Ise
dc.date.accessioned2024-02-23T14:31:31Z
dc.date.available2024-02-23T14:31:31Z
dc.date.issued2020
dc.departmentNEÜen_US
dc.description.abstractPurpose: Social changes and developments in educational policies bring along changes in the values of the teaching profession. The changing values increase the in-service training needs of the teachers. Although it is aimed to gain prospective teachers the values of the teaching profession in the pre-service period, it is seen that the target is not sufficiently achieved. The present research aims to investigate administrators' opinions regarding the values that should be gained among classroom teachers through in-service training. Research Methods: This study was designed in a qualitative, case study pattern. The study group was 24 school administrators working in primary schools. The participants were determined using a criterion sampling method. The data were collected by a semi-structured grid form developed by the researchers. Findings: The values to be gained during in-service training among classroom teachers were (i) personal values: openness to innovation, diligence, patience, awareness, honesty, politeness, empathy, consistency and reliability, (ii) professional values: communication, leadership, creativity, collaboration, solidarity and vision, (iii) universal values: love, justice, tolerance and humanism and (iv) cultural values: patriotism, self-devotion and work selflessly. The personal values were in the first priority order of the values that should be gained class teachers through in-service training. Implications for Research and Practice: The findings reveal that classroom teachers should be trained with personal, professional, universal and cultural values in the in-service training process. The personal values should include the values, such as openness to innovation, diligence, patience, awareness, honesty, politeness, empathy; professional values should include the values, such as communication, leadership, creativity, collaboration, solidarity and vision. (C) 2020 Ani Publishing Ltd. All rights reserveden_US
dc.identifier.doi10.14689/ejer.2020.86.9
dc.identifier.endpage195en_US
dc.identifier.issn1302-597X
dc.identifier.issn2528-8911
dc.identifier.issue86en_US
dc.identifier.scopus2-s2.0-85083052611en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage175en_US
dc.identifier.urihttps://doi.org/10.14689/ejer.2020.86.9
dc.identifier.urihttps://hdl.handle.net/20.500.12452/15230
dc.identifier.wosWOS:000522437600009en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherAni Yayinciliken_US
dc.relation.ispartofEurasian Journal Of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectValuesen_US
dc.subjectClassroom Teacheren_US
dc.subjectSchool Administratoren_US
dc.subjectIn-Service Trainingen_US
dc.titleSchool Administrators' Opinions Related to the Values that should Be Gained to Classroom Teachers through In-Service Trainingen_US
dc.typeArticleen_US

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