The determination of classroom teachers educational and epistemological beliefs and the examination of relationship between each other

In this study it was aimed to examine and determine relationship between the educational and epistemological beliefs of the classroom teachers. The population of the research consisted of classroom teachers who had been working in Gaziantep. Beyond the research, the Educational Belief Scale and Epistemological Belief Scale was administered to a total of 387 participants reached by 25 with participants semi-structured interviews were employed in 2017-2018 academic year. Mixed research method was used. The SPSS 21.0 software package was used in quantitative data analysis while the descriptive analysis method for the qualitative data of the research was being used. According to the research results, it has been found the belief that learning depends on efforts and talent for class teachers who have is sophistic belief. Educational beliefs at classroom teachers who have adopted in turn, Existentialism, Progressivism, Re-constructionism, Prennialism, Essentialism has been found out. A meaningful difference has been determined among some aspect at epistemological and educational beliefs, gender and age variable for class teacher beliefs. However a meaningful difference hasn't been determined among participants educational and epistemological beliefs and educational situations, seniority, in term of class variable. A relationship has also been found between educational and epistemological beliefs of classroom teachers. İt has been concluded that classroom teachers who are in beliefs of Progressivism education are mostly in qualitative section but in quantitative section educational belief of Existentialism is mostly adopted.