In the current study, the purpose is to determine the relationship between teachers’ educational beliefs and professional values and to investigate whether their educational beliefs and professional values vary significantly depending on some variables. The study was designed in the relational survey model. The sampling of the present study consists of 253 science and technology, mathematics, classroom, social studies and Turkish teachers working at schools of the city of Afyon in 2013-2014 school year. In the collection of the data, “Educational Beliefs Scale” (EBS) developed by Yılmaz, Altınkurt and Çokluk (2011) and “Teaching Professional Values Scale” (TPVS) developed by Tunca (2012) were employed. In the analysis of the data, descriptive statistics, Pearson Product-Moment Correlation Coefficient, ANOVA and Kruskall Wallis H test were run. In line with the findings of the present study, it can be argued that in relation to educational beliefs, the teachers displayed the highest participation in the dimension of existentialism and the dimension in which they demonstrated the lowest participation was found to be essentialism; educational beliefs only varied significantly in the dimension of perennialism depending on their education level; depending on the socio-economic status of the school, educational beliefs only varied significantly in the dimensions of reconstructionism and perennialism and did not vary depending on the branch of the teachers. In terms of professional values, the teachers think of themselves highly positively; the teachers graduating from two-year degree programs, undergraduate programs and graduate programs possess similar professional values and the scores taken from the dimensions of Personal and Societal Responsibility and Openness to Cooperation and the whole TPVS varied significantly depending on the socio-economic status of the school. Moreover, a positive and moderately significant correlation was found between the teachers’ educational beliefs and professional values.

The purpose of this study is to analyze pedagogical training certificate program students’ opinions about the character education in terms of various variables. The study data are collected from 235 students enrolled in a pedagogical training certificate program at a state university in the 2013-2014 academic year. A Personal Information Form and a scale entitled “Opinions on Character Education Scale” developed by the researcher were used as data collection tools. The study is used with descriptive survey method. The study data were analyzed by IBM SPSS 21.0 program. The Independent Samples t-Test and One Way ANOVA were used for analyzing the data. As a result of the research, the views about character education by students of pedagogical formation certificate program did not show a statistically significant difference according to gender and age. However, that were diffirantiated significantly in regard to the graduated licience programs in statistical terms. Additionally, various suggestions have been made in the light of the data.

Purpose of this study is to examine the partial mediating effect of professional values in the relationship between organizational dissent behaviors and opinions of teachers about school culture. A model shows the possible relationships among variables was constructed and this measurement model was tested by structural equation modelling. The research sample, as determined by convenience sampling method consists of 575 teachers. The results of structural equation modelling supported the proposed model. Based on these findings, hypothesis that organizational dissent behaviors and opinions about school culture of teachers are related directly was confirmed. Organizational dissent behaviors and opinions about school culture of teachers is negatively correlated. Hypothesis that professional values and opinions about school culture of teachers are related directly was confirmed. Professional values and opinions about school culture of teachers is positively correlated. Third hypothesis; organizational dissent behaviors and professional values of teachers are related directly was confirmed. Organizational dissent behaviors and professional values of teachers is positively correlated. Fourth hypothesis; there is a relationship between organizational dissent behaviors and opinions of teachers about school culture with the partial mediating effect of professional values is confirmed. In this context, school administrators may consider organizational dissent and professional values in administrative practices. In addition, other variables that have an impact on school culture can be investigated.

The aim of the study is to develop equipment proficiency scale in Social Studies lesson and secondly to determine school students’ proficiency levels in equipment and situations according to various. Descriptive survey model is used in this study. The study is composed of 426 for exploratory factor analysis, 138 for confirmatory factor analysis, 49 test-retest reliability analysis and 210 secondary school students for analysis of due diligence. The result of exploratory factor analysis, an assessment instrument explaining 50.97 percent of total variance and forming 20 substances and 4 factors is attained. It is determined that factor cathexis of scale substances is changeable in .38 and .83, substance-total correlations are between .23 and .57 and 27 percent of difference between subgroup and supergroup averages are significant. It is determined that internal consistency reliability co-efficient calculated for the whole scale is .86 and total point correlation of scale is .95 in the result of test-retest reliability analysis; the first factor is .87, the second factor is .84, the third factor is .87 and the fourth factor is .89. It is determined that the fit of chi-square model in consequence of confirmatory factor analysis is x2=285.3, df=164(x2/df=1.74) fit index is calculated RMSEA .07, GFI .83, AGFI .80, TLI .81, CFI .84 and model has acceptable fit. It is also determined that secondary school students’ proficiency levels in equipment in Social Studies lesson are good, there is no difference according to gender, and there is significant difference to the detriment of seventh grade according to class level.

Although information theories are various, science has never touched the area of what "should be" while defining what "exists". If we consider a step beyond, natural sciences, therefore, do not hesitate to form and use formulas and modelling method. Digital propositions, rationalist approaches and positivist formula proposition and modelling are perceived as the scientific methods that are specific only to natural sciences. "Entropy Law" tells us that the possibility of the smallest and simple fundamental laws of nature has grown out of a deterministic causality. However, "Quantum Theory" reveals that this possibility contains a probabilistic ontology structure as well. "Entropy Law" and "Quantum Theory" with their small differences on the terminological definition of small probabilities in the process have led to the causality and the ontological argument. In fact, social sciences, like natural sciences, also use the same formulation and modelling methods. It is natural that social sciences seem to continue proposing their modelling method and formula on “existent”. While this research accepts that social sciences ground on absolute deterministic propositions, it suggests that social sciences internalize quantum methods in the light of new science. Hence, it is understood that deterministic approaches harbouring the scientific disciplines increasingly need quantum approaches which push science a step further. It will then be possible to identify more accurately seen in all disciplines. In this way, more accurate definitions can be seen in all science disciplines.

In the present study, ninth grade students’ opinions about the effectiveness of guidance programs were gathered and examined in respect to the following variables: gender, school-type, mother-father education level, the number of guidance teachers at the school. Adopting a survey research design, a data collection instrument developed by the researcher was applied to 488 high school students from the city center of Zonguldak. The factor analysis yielded a five-factor solution and the reliability coefficient of the scale was found to be 0.962. Since the normality assumption was violated, non-parametric tests (Mann-Whitney U tests and Kruskal-Wallis H tests) were conducted. Research findings showed that 9th grade students found the educational, vocational, and personal guidance services as somewhat effective. Students from the Anatolian teacher high schools found the imple-mented guidance programs more beneficial compared to other high school students. Moreover, student’ perceptions of effectiveness of the guidance programs differ by mother-father education level. In order to increase the effectiveness of the programs, the number of guidance teachers and the amount of time spent for the guidance services may be increased. In addition, providing inservice training to school administrators and teachers would enhance the effectiveness of the guidance programs.

University-tutors, school-based mentors and their trainees have been using profes-sional teaching standards (PTS) called Qualified Teacher Status standards (QTS-s) in initial teacher training (ITT) as formal entitlement to teach in the UK context. However, users of QTS-s face certain issues regarding having a common and shared understanding of the standards, managing assessment of the trainees and using essential elements necessary for ITT. The aim of this study is to explore the issues on common and shared understanding, assessment system and essential elements of QTS-s from the perspectives of the university-tutors, school-based mentors and trainees as applied in the United Kingdom (UK) context. This investigation is a case study under qualitative research paradigm. Data for the study were collected through in-depth face-to-face interviews using semi-structured forms. The participants of the study were seven university-tutors, ten school-based mentors and ten trainees as three key stakeholders. Through content analysis, data were put into categories and then themes and sub-themes were identified. Findings revealed themes on questioning the QTS-s, assessment and essential. Majority of participants ‘questioned the standards’ and majority of them ‘evidenced’ that list of the QTS-s should be restructured and some new standards need to be added to the list of QTS-s using a particular format issues. It was also found that the ‘mentors’ and ‘tutors’ should manage assessment of the trainees. Managing validity, reliability and inspection facilities of the QTS-s were found to be the ‘essential’ parts.