The relationship between attiude of pariotism and basic values orientations of socially sciences and history teachers

Values are an inevitable part of being a society. The attitudes and behaviors of the individual are shaped according to their values. However, raising patriotic individuals with basic values is a historically continuing goal of our education system. In this process, value education has an important place. values education in Turkey, is not an independent program, it is discussed as part of courses such as social studies and history. This research was conducted in order to determine the relationship between patriotic attitudes and basic values of social studies and history teachers, taking into account the role of teacher in values education. The problem of the research was determined as "the relationship between patriotic attitudes of social science and history teachers and basic value orientations?" The sub-problems of this problem are: Teachers of social studies and history; 1. What are attitudes towards patriotism and core values? 2. Is there a difference between patriotic attitudes and value orientations according to gender? 3. Is there a difference between patriotic attitudes and value orientations according to the branch variable? 4. Is there a difference between patriotic attitudes and value orientations according to the graduate faculty variable? 5. Is there a difference between patriotic attitudes and value orientations according to the educational status variable? 6. Is there a difference between patriotic attitudes and value orientations according to occupational seniority variable? 7. What is the relationship between patriotism and attitudes towards core values? The research was carried out by the relational screening method in the screening model. The universe of the research consists of 480 teachers, 306 social studies teachers working in schools affiliated to the Ministry of National Education in Tokat and 174 history teachers at the secondary level. The sample of the research is; consists of 237 teachers, of which 137 are social knowledge and 100 history teachers, which are easily determined by sampling method. The "Patriotism Scale" developed by Yazıcı (2013) and the "Schwartz Value Scale" adapted to Turkish by Kuşdil and Kağıtcıbaşı (2000) were used to determine the level of relationship between patriotic attitudes and core values. SPSS 22.00 was used in the analysis of the data. The demographic characteristics of the teachers constituting the research group were determined and arithmetic mean and standard deviation values were found in the analysis of the data obtained with the data collection tools. In the relational analysis, unrelated group t-test, one way variance analysis (ANOVA) and correlation analysis were performed. As a result of the research, scores on the patriotism scale were high and similar to the related literature. Patriotic attitudes of participating teachers do not differ significantly according to variables (gender, branch, occupational seniority, graduated faculty, education status). It can be said that the variables given in sub-problems on patriotic attitudes of participating teachers do not have any influence. The mean score of the Schwartz Values Scale was calculated as = 6,10 in 7 point Likert type. As a result of the research, scores on the Schwartz Value Scale were high and found to be similar to the related literature. Universality, helpfulness and security dimensions of participating teachers are the most important; hedonism, arousal, power dimensions are dimensions that they least care about. Participating female teachers give more importance to the basic values of benevolence, universality and hedonism than male teachers. When it comes to the literature, female teachers are the main values of benevolence, universality and hedonism; male teachers are more concerned with universalism and hedonism than their female counterparts. All these different and occasionally conflicting outcomes in the relevant literature make it difficult to make a generalization of the relationship between gender and value orientation. According to the educational status variable, when the basic value orientations of social studies and history teachers are examined, it is seen that undergraduate graduates attach more importance to safety dimension than graduate graduates. Other variables (occupational seniority, branch, graduated faculty) do not differ significantly in the base value dimension. Teachers' attitudes and perceptions were similar and positive. Positively positive relationship was found between patriotism attitude and all values other than the mainstream. Nevertheless, it seems that the strongest relation is the patriotism attitude, success, tradition and power. In this case, the success of patriotism trend in Turkey is important because it shows that supplied the power and tradition.