Clasroom teachers beliefs about education, attitudes intended for basic human values and examination behavior intended for education of this values

The main purpose of this research is to examine the beliefs of primary school teachers about education, their attitudes towards basic human values and their behaviors towards teaching basic human values. In the mixed research model, in which quantitative and qualitative methods are used together, simultaneous triangulation design (Quantitative + Qualitative) was used in the research. The research was carried out with classroom teachers working in primary schools in Mersin Province Silifke district. 287 teachers participated in the quantitative dimension of the research, and interviews and observations were made with five teachers. Quantitative data were collected by applying the Educational Beliefs Scale, the Basic Human Values Scale and the Personal Information Form. Qualitative data were collected through classroom observations and a semi-structured interview form. In the analysis of quantitative data, descriptive statistics, Mann Whitney U, Kruskal Wallis H and correlation tests were used. The data obtained from the observations and interviews were analyzed by content analysis. The results of the research showed that the philosophical approach that the primary school teachers adopted the most was Existentialism, and the philosophical approach they adopted the least was Essentialism. The variables of gender, having children, receiving values education, socioeconomic level and class size did not make a significant difference in teachers' perceptions of their beliefs about education. However, teachers over the age of 30 and who have been teaching for more than five years are reconstructed; It has been observed that teachers who are graduates of education faculties adopt the belief of progressivism more. It has been observed that teachers who are married according to marital status and who teach second grades according to grade level have more essentialism education belief. The basic human value most adopted by the classroom teachers participating in the research is Universalism, and the basic human value they adopt the least is Power. The hedonism of female teachers is the security of married teachers; traditionalism of teachers receiving pedagogical education after undergraduate education; Teachers with 21-30 students were more likely to adopt the value of security. Universalism and progressivism education belief among the basic human values in the research; A moderate and positive relationship was found between benevolence value and existentialism, reconstructionism and perennialism education beliefs. The basic values that teachers want to teach their students are love-respect, cooperation, sharing, healthy eating, cleanliness, exchange of ideas, listening, tolerance, living together, and healthy communication. It has been observed that teachers, whose views on values education are in line with their educational philosophies, advocate student-centered methods and techniques, but follow more teacher-centered processes in the classroom. Students' failure to comply with the classroom rules, not knowing how to share and helping each other, being selfish and not fulfilling their responsibilities are the problems that teachers frequently encounter in teaching values. Warning, explaining the correct behavior, rewarding the correct behavior, relocating the student, giving minus or plus, and including the student in the lesson are the strategies followed by the teachers in the face of these problems. Teachers stated that for effective value education, family-school and environment should act together, practical education should be carried out, qualified teachers should be trained, values education should be started at an early age and curriculum should be updated. Keywords: Beliefs about education, basic human values, value education, classroom teacher