The examination of the primary school teachers' opinions about the problems of refugee students

This present study aimed to determine the attitudes of primary school teachers to refugee students. For this purpose, Attitude Scale For Refugee Students (MÖTÖ) was developed, it consists of 24 items and it has 3 sub dimensions. The Cronbach's alpha reliability coefficient was .91, which accounts for 53.61% of the variance. The significance level of this study was determined to be .05 in the Survey Model analysis of the data. The subscales of the scale are "communication", "harmony" and "competence". The scale was applied to a total of 501 primary school teachers, including 267 female (53%) and 234 (47%) males working in the province of Sakarya in 2016-2017 education. Data obtained via Data Collection Tool's validation and reliability analysis were analyzed according to sub-problems of the study. The normality of the distributions of the variables are examined via Kolmogorov-Smirnov test in order to determine which tests will be applied to data obtained. The result of the Kolmogorov-Smirnov test is that; the distributions of the independent variables are normal. The level of individual variability for gender, marital status, branch, child's status, refugee status in the classroom is two, because of that, the importance control of the differences of teachers' average attitude scale for refugee students was made with t-test, which is a test applied to independent groups. Because the level of the independent variables for the seniority, level of education, socioeconomic level of the school region is greater than two, the importance control of the differences related with those variables was made with one-way analysis of variance.As a result of the research, it is found that teachers' attitudes to refugee students differentiate significantly in competence dimension in favor of male teachers; according to socioeconomic environment of the school, it differentiates significantly in favor of the medium socioeconomic environment; according to existence of refugee student in their class except for the communication dimension it differentiates significantly in favor of teachers who have refugee students in their class. The attitudes of the teachers to the refugee students did not differ significantly according to the marital status, the branch, the seniority, the education level, and the status of the teachers' children. The findings were discussed in the light of the literature and suggestions for new investigations were included.