Teacher's attitudes to values education in secondary education visual arts course: A mixed method research

In this research, it is aimed to examine the attitudes of Visual Arts Teachers working in secondary education in Sivas towards Values education in Visual Arts Lesson within variables such gender, marital status, seniority, type of school they work in, teachers' course on values education their participation in seminars and their voluntary participation in these courses-seminars, and the teachers' graduation. During the study, it was aimed to determine the teachers' views on values education in the visual arts lesson by using the Values Education Attitude Scale and the Semi-structured interview form. The accessible universe of the research consists of 100 visual arts teachers working in secondary and high schools affiliated to the Ministry of National Education in Sivas city center and its villages. Mixed method design was used in the research. While the 5-point Likert-type Values Education Attitude Scale was used as a data collection tool in the quantitative part of the study; In the qualitative part, a semi-structured interview form consisting of 13 questions was used.In the analysis part of the research data, quantitative and qualitative evaluation types were used. In the first part of the questionnaire applied to 100 visual arts teachers, there is a questionnaire with 22 questions in the second part of the personal information form. The answers given by the teachers to the survey questions were calculated in the SPSS 26.0 program and frequency and percentage values were created. The interview forms applied to 20 randomly selected visual arts teachers were analyzed by descriptive analysis, which is a type of qualitative evaluation. It can be stated that gender variable, marital status variable, school type variable and graduation variable have no effect on teachers' attitudes towards values education. It can be stated that the variable of experience has an effect on teachers' attitudes towards values education. As a result of the Scheffe test to determine between which groups the difference originates, it was concluded that the scores of veteran teachers of 21 years and above were lower than those of other experienced teacher. It can be said that the status variable of whether teachers voluntarily participate in values education activities has an effect on teachers' attitudes towards values education and that the scores of the participants are higher than those who do not. It has been concluded that values education practices are emotionally supported in visual arts lessons and increase permanence and effectiveness on the basis of branches, teachers do not have a certain priority order in terms of value acquisition, the values education process is managed in school-family cooperation, values education is included in the program according to the teaching of the lesson, values education is sufficiently included in the visual arts program, the achievements are measured by observation, and that values education should be given primarily in the family and the values education process should be emphasized at school.