Problem Statement

When  main purpose of Turkish educational system, which can be summarised as aiming to raise individuals as good citizens and complete their development and make them have a job suits them best, taken into consideration teachers who are going to help students to reach these goals have to adopt these aims. As a constant factor of the educational system teachers have a significant impact on many students' outcomes such as academic success, motivation, loyalty to the school, social skills, attitude, so teachers’ beliefs in the system, which they are part of, about achieving its goal are very important.

Purpose of Study

This study aims to reveal teachers’ levels of believe in education in terms of various variables. Teachers’ levels of believe in education was analyzed according to the perceptions of the participant teachers work in different public schools located in Ankara the capital of Turkey.

Methods

The study was designed as a quantitative research. The study group consisted of 220 teachers. The data collection tool was “Teachers’ Levels of Believe in Education Scale” developed by Akın and Yıldırım (2015). The data was collected throughout the spring semester of 2015-2016 academic year. The construct validity of the scales was tested using a confirmatory factor analysis, and the internal reliability of the scales was analyzed by Cronbach alpha coefficients. The data were analyzed by conducting descriptive statistics as arithmetic mean, standard deviation and also t-test and one-way analysis of variance (ANOVA).

Findings

The results of the study indicated that teachers’ levels of believe in education was moderate level. According to the result of the research, there was not a meaningful difference among the participants’ opinions in terms of the variables of gender, marital status, tenure, institution that they graduate and school type individuals work.