Examination of the relationship between instructors' need assessment tendencies and philosophy of education beliefs

The main purpose of this research is to examine the relationship between the towards needs determination of the teaching staff and their belief in the philosophy of education. The research was conducted in the correlative research model. The study group of the research group consists of 150 instructors from Curriculum and Instruction Department . As a result of the study, when the average of the Needs Assessment Tendencies Inventory is analyzed, it is observed that the highest means tend to descriptive approach and the lowest scores tend to be democratic. When the mean values of Educational Beliefs Scale are examined, it is seen that the highest averages are in the dimension of existentialist education beliefs and the lowest means are in the dimension of progressive education beliefs. When the relationship between the tendencies of need determination and education beliefs is examined, it is seen that there is a positive and low strength relationship between analytical approach and permanence. It was observed that there was a negative negative power relationship between analytical approach and progressive, reconstructive and existential education. A positive, low-power relationship was found between descriptive and permanent approach.There was a negative relationship between the descriptive approach and progressive, reconstructive and existential education. There was a positive low-power relationship between the difference approach and the existential approach. It was observed that there was a negative and low-strength relationship between the difference approach and the principality. There was a positive, low-power relationship between democratic approach and reconstruction. There was a negative, low-power relationship between democratic approach and permanent and essential education. In other words, it can be said that those who adopt analytical and descriptive need determination approach adopt the beliefs of permanent and education, those who adopt the difference approach have existentialist education beliefs, and those who adopt a democratic approach adopt re-education beliefs.