The relationship between teachers' beliefs in educational philosophy and attitudes on values education

The aim of this study is to determine the relationship between teachers' philosophy of education beliefs and values education attitudes and to reveal whether there is a statistically significant difference between the data obtained according to gender, age, marital status, seniority, school level and branch variables. The universe of the research consists of 6556 teachers working in 197 primary and secondary schools in the central districts of Diyarbakır province in the 2020-2021 academic year. As a result of the sampling selection, 370 teachers, 124 women and 246 men, took part in the research. The data of the study were collected using the "Educational Philosophy Beliefs Scale (EFIÖ)" developed by Yılmaz, Altınkurt and Çokluk (2011), "Values Education Attitudes" (VATÖ) developed by Çetin (2018), and "Personal Information Form" developed by the researcher. In the analysis of research data; arithmetic mean (X), standard deviation (Ss), frequency (f), percent (%) values were calculated. In addition, t-test, ANOVA test, correlation analysis and regression analysis were used in the research. According to the results of the research, it was seen that the teachers adopted the existentialism education philosophy the most and the essentialism the least. When the results obtained from the research are examined, it is seen that there is a moderate, positive and significant relationship between all the other philosophy of education dimensions except essentialism, which is one of the dimensions of philosophy of education, of teachers' philosophy of education beliefs and attitudes towards values education. Keywords: Educational Belief, Values Education, Educational Philosophy.