Satisfaction levels of international students studying in the faculties of theology in Turkey

The purpose of this study is to recognize how the International Students evaluate the learning process at the faculties of theology. In this research, personal characteristics of international students; previous expectations before coming to Turkey and meeting the expectations of satisfaction status after arriving Turkey; they live in Turkey problematic issues; advantages of studying in Turkey according to students; the satisfaction of the faculty about the variables such as the facilities of the faculty, the Arabic education is given in the faculty, the courses they took and their contents, and the qualifications of the academicians were examined. Descriptive survey model, one of the quantitative research methods, was used in the study. The sample group is consists of 330 international students educating in the in 2016-2017 academic year in faculties of theology at Ankara, Marmara, Istanbul, Uludag, Sakarya, Erciyes, Necmettin Erbakan, Suleyman Demirel, Ondokuz Mayis and Istanbul 29 Mayıs University. In the research, International Student Satisfaction in the Faculty of Theology Scale (ISSFTS) developed by the researcher was used as a data collection tool. Survey form contains of two parts. In the first part of the survey, some survey items about the personal features of the participants and the learning process are given. In the second part, satisfaction level of participants, the scale was composed of four factors and 31 items, as well as the faculty's facilities, the Arabic education is given in the faculty, contents of courses and the equipment of the academicians are given. When the results of the research are examined, in the first place among the most important advantages of studying in Turkey to get a good education, studying in better living conditions and free living conditions, having a respected certficate has been determined that the benefits come. Participants had problems in getting used to Turkish traditions, food culture and urban life in which they did not receive adaptation training; it was found that the participants had longing for family and country, and housing and nutrition problems. In addition, it was concluded that the participants were not satisfied with the quality of the preparatory courses, the pedagogical competence of the academicians and their communication skills with the students.