The role of the attitudes of the primary school teachers related to the teaching profession in explaining their professional values

The main purpose of this study is to reveal the role of attitudes of the teachers towards teaching profession in explaining their professional values. The study group of the research, which was designed in the relational survey model, is composed of the classroom teachers in the primary schools in the central district of Rize in the academic year of 2018-2019. The research was carried out with 221 classroom teachers. Teacher Professional Values Scale, Teaching Profession Attitude Scale and Personal Information Form were used as data collection tools. At the end of the research the following results are obtained, it is found that the classroom teachers considered themselves to be sufficient in terms of professional values. The professional value that the classroom teachers consider themselves to be most qualified is respecting the differences and the professional value they see as inadequate is personal and social responsibility. Significant differences are not reached in the level of occupational values of the primary school teachers in terms of graduation status, duration of service in the school they work, and the class variables they work with. Significant differences are found in the level of occupational values of the classroom teachers in terms of age, gender, marital status, child status, graduated faculty, service period, special field of interest (hobbies), the type of book they prefer to read, in-service training activities. There is a moderately positive relationship between professional values and attitudes towards teaching profession. It is concluded that attitude towards teaching profession is predictive of professional values.