The investigation of the relationship between teachers' educational beliefs and perceptions of profession

The aim of this study is to determine the teachers' educational beliefs and professional perceptions and to determine whether there is a statistically significant difference between the data obtained according to variables such as gender, age, and place of duty,etc. In addition, the relationship between teachers' educational beliefs and their perceptions of profession is also examined. The population of the study consists of teachers working in Burdur province and districts in 2018-2019 academic year. Stratified sampling model was used to determine the sample required for the research. As a result of sampling selection, 657 teachers, 345 of whom were female and 312 were male, took part in the study. The fact that the research was conducted with teachers working in schools affiliated to the Ministry of National Education reveals the importance of the research. The data of the study were collected by means of "Educational Beliefs Scale" developed by Yılmaz, Altınkurt and Çokluk (2011), "Perception Scale for Teaching Profession" created by researchers from TED (2014) and "Personal Information Form" developed by the researcher. Data were analyzed with computer program. Frequency, percentage, arithmetic mean, standard deviation, normality test, Mann Whitney-U test, Kruskal-Wallis and Spearman tests were used for data analysis. According to the results of the research, it is seen that teachers mostly adopt existentialism and at least the essentialism education belief. Significant differences were found between teachers' educational beliefs according to gender, age and years of seniority. There was no significant difference among other variables. Teachers' professional perceptions, on the other hand, have a positive attitude towards themselves and their profession. However, in the social sense, they think that the teaching profession does not see the value it deserves. Significant differences were found in the analyzes made according to seniority year, type of institution and branch variables. There was no significant difference between the other variables. When the results obtained from the study were examined, it was stated that a more detailed research could be done on the reasons of teachers' beliefs about education and their perceptions of profession according to age and seniority years especially.