Primary school teacher's percepions of school culture and value system

Schools are important in the emotional, physical and educational development of children. One of the main goals of the schools is the socialization of students against certain values desired by the society. Therefore, it is important to transfer the values that are common in schools. Schools have great importance in conveying the values adopted and adopted by the society to individuals. The school culture created in schools plays an important role in the transfer of these values. Children learn about the values, attitudes and beliefs of the culture that dominates schools. If the values adopted by the society and the school culture adopted by the school are parallel, it is easier for children to adopt these values and they experience less value conflicts in their adult life. In this study, it was aimed to examine the perceptions of classroom teachers about school culture and value systems. The sample of the study consisted of 350 classroom teachers working in Elazig province in the 2019-2020 academic year. "Personal Information Form", "School Culture Scale" and "Portrait Values Scale" were used as data collection tools. In the research, answers were sought for 9 sub-problems. In analyzing the data, frequency analysis, descriptive analysis (mean and standard deviation), t test and one-way variance analysis, LSD Post-Hoc and Pearson Correlation Analysis techniques were used. The findings from the research are: The perceptions of the classroom teachers about the overall culture of the school show a significant difference in terms of the duration of duty at school. Class teachers' perceptions of the overall school culture did not differ only during their tenure at school; Gender and age variables, on the other hand, were not effective across the scale and created significant differences in certain dimensions. Classroom teachers' most important values were "Security", "Universality" and "Compliance". The most important value they attribute was "Power". Classroom teachers' value systems differ significantly in gender and age variables. It is observed that the duration of school variable does not lead to a significant differentiation across teachers' value systems. There is an important relationship between the perceptions of classroom teachers about school culture and their value systems. As the importance attached to the "Compliance" and "Security" value dimension of classroom teachers increases, their perceptions about school culture and dimensions increase. Keywords: School Culture, Value, Values Education, Primary School Teacher