An investigation of teachers? perceptions of school life quality and level of teachers? professional attitude

This study aims to determine the perception of school life quality and level of professional attitudes of teachers in primary schools which are located in Adana central province and to reveal whether these differ significantly with respect to certain variables. Quantitative research methods have been utilized in the present study. 414 volunteer teachers in 15 primary schools (13 public schools and 2 private schools) located in the province at stake paritcipated the study. T-Test, analysis of variance, Kruskal Wallis Analysis and the Mann-Whitney U Test have been employed as well as descriptive statistics in analyzing data collected through the Quality of School Life Scale (QSL) and Professional Attitude Scale (PAS) administered to the teachers.The study reveals that the teachers? positive perception about their school life quality is over average and that male teachers perceive the administration staff of their school more positively than female teachers and that teachers aged 40+ perceive their collegues, the administration staff and students more positively. It has been determined that single teachers perceive their own status more positively and those graduating from the institutes of education and colleges of education perceive their collegues more positively. Besides, it has been revealed that professional experience of teachers influences their perception of school life quality and attitudes towards their school. It has been alse determined that teachers perceive school life quality more positively as the number of students per classroom decreases whereas socio-economic status and instructional methodology of school have no effect on their perceptions about the curriculum.The study indicates that teachers? professional attitude, in general, is over average and positive and that male teachers have significantly more positive attitude than female teachers with respect to ?Spiritual Humanistic Approach? and that teachers aged 40+ are professionally more responsible and remain less indifferent to discrimination. In addition, this study reveals that single teachers have more positive professional attitude than married teachers and that teachers? being parents do not significantly influence their professional attitude. It also indicates that teachers completing an undergraduate programme are professionally more responsible and less indifferent to discrimination than those graduating from the institutes of education and that the latter than those graduating from other faculties. Teachers with over twenty years of experience are professionally more responsible and less indifferent to discrimination. Teachers in schools of high socio-economic level have more positive attitude towards students and learning than their collegues in schools of low socio-economic level. Teachers? attitudes towards their pofession, students and learning as well as their professional attitude is largely determined by determined the number of students per classroom.Keywords: Teaching Profession, Attitude, Proffessonal Attitude, Quality of school life.