Reflection levels of professional values with individual innovation of primary school teachers

The purpose of this research; to determine whether there is a meaningful relationship between the reflection level of the teachers working in primary school and their individual innovations and professional values and to show whether the opinions of teachers differ according to personal variables. The study conducted by the relational screening model constituted 529 teachers working in primary education institutions in the central province of Bolu in the academic year of 2015-2016. All of the teachers were reached and 350 of the returned scales were used as data. As a means of data collection in research; personal information form, Individual Innovation and Teacher Vocational Values Scales were used. Data were analyzed by SPSS program. Frequency, percentage, mean, standard deviation, Man Whitney U, Kruskal Wallis and Spearman Rho Correlation analyzes were performed in the analysis of the data. According to the results obtained from the research; Teachers' scores on individual innovation show that they are highly innovative. Teachers are among the most pioneering and questioning categories of individual innovativeness categories. When teachers' opinions on individual innovation are examined, total and opinion leadership, experiential openness ("agree" in the risk taking sub-dimensions, "middle" in the dimension of resistance to change) Teachers' views on their professional values are based on the fact that they "reflect on themselves", "completely reflect" themselves in the dimension of respecting the differences, and "partially reflect themselves" It shaped. The results of individual innovativeness and professional values in terms of teachers 'personal variables did not make a meaningful difference in the opinions of teachers' individual innovativeness on the variables of gender, age, seniority, number of employees, branch, education status. In other words, teachers are not influential variables in their views on individual innovativeness of female teachers, men, ages, seniority, branches, the number of employees they work and graduate educators. Nevertheless, gender variables significantly differed in the experimental openness and risk taking sub-dimensions of individual innovation and in the risk taking dimension in the branch variable. Gender, age, seniority, number of employees, education status variables of teachers did not make a meaningful difference in their opinions about professional values of teachers. In other words, teachers are not influential variables in their views on male or female, their age, seniority, branches, the number of employees in the school they work at, and their professional values, which must have undergraduate or graduate education. Nevertheless, the branch variable made a significant difference in both total and openness to individual and social responsibility and co-operation. There was a low positive correlation between individual innovation, professional values, generality and cooperativeness to openness dimension, respect for differences, moderate positive correlation in personal and social responsibility dimensions, and moderate negative relationship in violence vs. opposition. There was a moderate positive correlation between professional values and opinion leadership, experiential openness dimensions, and a low positive correlation with risk taking dimension. There is a moderately positive relationship between the dimension of resistance to change and the dimension of respect for differences, and a moderately positive relationship with the dimension of opposing dimension. There is a moderate positive relationship between the dimensions of opinion leadership and respect for differences, openness between individual and social responsibility cooperativeness, there was a low level of positive correlation between openness to differences, respect for differences, openness to individual and social responsibility, openness between dimensions, openness to cooperation, personal and social responsibility, respect for differences and risk taking.