Teachers' opinions on educational research

In this study, it is aimed to determine the attitudes of teachers towards educational researches, following these researches, understanding, using or not using research results in practice and their reasons and effects on education. The universe of the research consists of teachers working in public primary and secondary schools in Buca district center of İzmir province in 2018-2019 academic year. In the quantitative dimension of the research, the sampling was determined by stratified random sampling method according to the level of school where the teachers worked. In the qualitative dimension of the research, data was collected from 18 teachers who were determined by using maximum diversity sampling method from among purposive sampling methods. In the quantitative dimension of the research, a measurement tool consisting of three sections "Personal Information Form", "Effect of Educational Researches" and "Teacher Attitude Scale for Educational Researchs" developed by A. Yıldırım, Sözbilir, İlhan and Şekerci (2010) was used as data collection tool. A semi-structured interview form consisting of open-ended questions developed by the researcher was used to obtain qualitative data. In order to analyze the quantitative data obtained in the research, arithmetic mean, standard deviation, t-test, one-way analysis of variance ANOVA and Tukey tests were used. In the analysis of the qualitative data of the research, descriptive analysis and content analysis were performed. The research has reached the following findings: Most of the teachers participating in the research stated that they have benefited from a scientific research since they started their profession and that they use the most internet source to reach scientific research. In addition, according to the findings obtained with qualitative data, teachers think that reasons such as their colleagues 'not being open to innovations, not following publications and not having reading habits, not having the necessary qualifications, academicians' attitude affect their awareness of educational research and follow these researches. The majority of teachers consider that scientific researches are not used while developing education policies in Turkey. According to the findings obtained with the qualitative data, teachers think that their views are not taken into account when creating education programs and those changes are made in the programs continuously. When the attitude level scores of teachers towards educational researches are examined, it is concluded that the teachers rated their attitudes towards educational researches at the level of "I agree". This value represents the positive attitude level. Teachers have a positive attitude towards educational researches. However, when the attitude scores of the teachers were examined in terms of the dimensions of the scale, it was concluded that although the teachers valued educational research and found the research necessary, they had a lower level of positive attitude towards applicability. According to the qualitative data, it was concluded that teachers' physical and technological infrastructure, the existence and quality of educational equipment, taking into account regional differences and current conditions of schools while conducting research, the attitude of the school administration and parents, the academic language of the research, teachers' concerns about raising the program were effective in the use of educational research results in practice. In this case, quantitative findings are supported by qualitative findings. Their gender, seniority, school levels and branches did not make a significant difference in the attitudes of teachers towards educational researches. These results obtained with quantitative findings are supported by qualitative findings. However, the attitudes of teachers towards educational researches differ significantly in terms of education levels. This differentiation is in favor of teachers with postgraduate education. This situation is not supported by qualitative findings. According to the results of the metaphor question, most of the teachers produced positive metaphors. Teachers have a positive view of educational research. Keywords: Educational research, teacher, attitude