Rewards, Punishment and Values Based Behaviors of Teachers

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dc.contributor.authorGöksoy, Süleyman
dc.date.accessioned2020-04-30T23:31:42Z
dc.date.available2020-04-30T23:31:42Z
dc.date.issued2018
dc.departmentDÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description4th International Conference on Lifelong Education and Leadership for All (ICLEL) -- JUL 03-05, 2018 -- Univ Lower Silesia, Wroclaw, POLANDen_US
dc.descriptionWOS: 000464906100006en_US
dc.description.abstractQualitative research method was used in this study which aims to reveal whether the teachers' opinions in the school are based on reinforcement / reward, punishment or values. Maximum diversity sampling method from purpose sampling methods was used in determining the study group. Preschool, primary school, secondary school and high school teachers (3) assistant principals (2) and principals (6) were included in the study group in order to increase the maximum variation. Eleven student teachers took part in the working group. The research data were analyzed according to the content analysis approach. Highlights of the research results are as follows: According to student teachers, teachers are more motivated by financial and concrete rewards because they think that such awards are influential because they want to get paid for their labor and duties. The awarded tasks that motivate teachers are; academic activities, projects carried out, teachers' extra-curricular activities, sportive, social and cultural activities, duties in the institution and at the district and provincial level as coordinators, and tasks that will leave a permanent mark in the school. Good and moral duties that inspire teachers are social and cultural activities for students, preparation of competitions, preparations for ceremonies, preparation for exhibitions and programs, application of new techniques and methods in course work, creative project studies, problem-oriented duties for disabled students and their families. The vast majority of the participants hold their moral judgments over their individual desires and interests. The main reasons for this are as follows: public pressure and prosecution, school culture, professional ethics that are more dominant than personal will, and teachers' being students role models. However, in spite of this proportional proportion, some educators think that the reason why individual profits of the teachers prevails their moral judgment is that they confuse business ethics and personal ethics and they perceive moral values on a personal basis.en_US
dc.description.sponsorshipSakarya Univ, Thomson Reuters, ERICen_US
dc.identifier.endpage71en_US
dc.identifier.isbn978-605-66495-3-0
dc.identifier.startpage63en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12684/4422
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherIclel Conferencesen_US
dc.relation.ispartof4Th International Conference On Lifelong Learning And Leadership For All (Iclel 2018)en_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectReinforcement/rewarden_US
dc.subjectpunishmenten_US
dc.subjectvalueen_US
dc.subjectteacheren_US
dc.titleRewards, Punishment and Values Based Behaviors of Teachersen_US
dc.typeConference Objecten_US

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