Practices of preschool teachers about responsibility training and students responsibility levels

In this study, the aim is to define practices of pre-school teachers about responsibility education and responsibility levels of students. The research is a descriptive study with qualitative and quantitative extend, it is made in accordance with screening model. The data in research is collected from 195 pre-school teachers who work in independent kindergartens and public kindergartens of primary and secondary schools in Nevşehir province centre, district centres, towns and villages in the province centre during 2016-2017 education year. As a data collection tool; the "Personal Information Form" that has been developed by the researcher, The Viewpoint of Necessity of Responsibility Education Scale which consists of 1 factor 8 items, Responsibility Education Application Scale which consists of 4 factors 28 items, Responsibility Demonstration of Students Scale which consists of 1 factor 44 items and Interview Form which consists of 6 questions are used. Validity analysis of the scales has been tested by taking opinions of experts, exploratory factor analysis and item total correlation techniques. On the data collected, arithmetic mean ( ), standard deviation (Ss), independent sample t test, factor analysis, variance analysis (ANOVA) is applied. The significance level of the test has been regarded sufficient as p<0,05. As a result of the research finding, it has been observed that pre-school teachers' views on necessity of responsibility education are high and they do not differ from gender, professional seniority, educational status, the type of school they graduated from the type of institution they worked and participation in any education program that focused on responsibility education. When frequency of teachers applications on responsibility education is considered, it has been observed that they use these applications very often. It is determined that variables such as gender, professional seniority, educational status, the type of school they graduated from the type of institution they worked and participation in any education program that focused on responsibility education do not affect the frequency of applications. However, it has been observed that the pre-graduate teachers' perceptions of the "Feedback Applications" factor are higher than those of post-graduate teachers. Furthermore, it has been determined that the teachers working in kindergartens of primary schools have higher perceptions of "Giving Responsibility Applications" factor than the teachers who works in independent kindergartens. In addition to this, it has been achieved findings of "Feedback Applications" factor results that the teachers who works in kindergartens of primary schools has higher perception than the teachers working in independent kindergartens. Teachers' evaluation in terms of children's level of compliance with their responsibilities has been stated that they find the children at a good level. It has been determined that variables such as gender, educational status, the type of school they graduated from, the type of institution they worked and participation in any education program that focused on responsibility education do not affect this. Also, it has been determined that perception of teachers with 0 to 5 years of experience is lower than those fo 16 to 20 years or more than 21 years of experience. As a result of interviews; teachers states that they have more applications for social responsibilities; they find the pre-school education program sufficient of responsibility education and they are more likely to face family-related problems. They have been stated that as a solution to the problems they encounter which mostly has child focused activities. Teachers' recommendations for training more responsible individuals mostly directed to Ministry of Education.