Determination of primary school teachers' attitudes towards teaching of national value

This research aims to examine primary school teachers' attitudes towards teaching national values such as gender, seniority, educational status, marital status, etc. aims to analyze it according to its variables. Screening model was used in the research. The study population of the study consisted of primary school teachers's working in primary schools in eight central districts of Ankara in the spring semester of the 2017-2018 academic year. In the research, face-to-face interviews were conducted with four hundred ninety-four classroom teachers. In the research, Attitude Scale towards Teaching National Values was used. As a result of the research, it was revealed that teachers generally have a positive attitude towards teaching national values. There was no significant difference in the attitudes of primary school teachers's towards teaching national values in terms of gender, seniority, educational status, marital status, living in the nuclear or extended family, participating in any in-service course / receiving education related to value education; books, magazines, articles etc. on the value education of teachers. readings showed the result that the level of valuing teaching of national values is higher than those who do not read. There is no difference in the attitudes of the teachers in the variable of whether or not to study value education in courses; It was concluded that the teachers' attitudes towards the teaching of values were more positive than the teachers who did not collaborate. It is possible to say that in the variable of whether national value education is important or not, the attitude of teachers who consider national value education important is more positive than teachers who do not find national value teaching important.