Teachers’ assessment of values education implementation

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Mehmet Erdogan Mimar Turkkahraman Gulnur Ozbek

Abstract

The purpose of the study is to assess the implementation of values education in K-12 schools based on teachers’ views. A total of 4153 teachers in various field and level (i.e. primary, secondary) constituted the sample of the study. Developed by the authors, a Questionnaire on Values Education Implementation with 33 items on a five point Likert type scale (5-strongly agree to 1-strongly disagree) was used to collected data from teachers. Description of the data were grouped into four components; aims, content, learning-instruction process and evaluation process. As for the component of “aim”, teachers believed that the aims of values education clear and understandable and the aims are concurrent with the aims of other course curricula. In terms of content, most of the teachers indicated that the values selected for the infusion were in line with our culture. In terms of learning process, teachers reported that the activities in related to values were successive to one another, teachers were seen to be role models for achieving the aims values education, principals should make a claim to values education for effective implementation. As for evaluation, teachers believed that evaluation criteria set for values education were clear. On the others hand, teachers reported that the classroom were crowded and this was not appropriate for values education implementation and separate course should be designed for the values education. In short, this study revealed teacher’ views on the implementation of values education in K-12 grades in Antalya.


 


 



Keywords: values education, teacher views


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