Purpose of this study is to examine burnout and teaching profession attitudes of teacher candidates. Research was conducted with 287 teacher candidates. By the findings; burnout and teaching profession attitudes of teacher candidates don't differ according to their gender. Burnout of teacher candidates differs according to their graduation status but teaching profession attitudes of teacher candidates don't differ according to their graduation status. Emotional exhaustion points of teacher candidates differ according to their field of study. Teacher candidates in art teaching have the highest emotional exhaustion mean ranks and teacher candidates in nursing have the lowest emotional exhaustion mean ranks. Lack of personal accomplishment points of teacher candidates differ according to their field of study. Teacher candidates in American culture and literature have the highest lack of personal accomplishment mean ranks and teacher candidates in Turkish teaching have the lowest lack of personal accomplishment mean ranks. Depersonalization points of teacher candidates differ according to their field of study. Teacher candidates in journalism have the highest lack of personal accomplishment mean ranks and teacher candidates in German language and literature have the lowest lack of personal accomplishment mean ranks. Teaching profession attitude points of teacher candidates differ according to their field of study. Teacher candidates in geography have the highest teaching profession attitude mean ranks and teacher candidates in journalism have the lowest teaching profession attitude mean ranks. Additionally, burnout of teacher candidates explains 9% of the total variance of their teaching profession attitude. Examining the results of the t-test, competence and depersonalization are seen to be the significant predictors of teacher candidates' teaching profession attitude.

The purpose of this study is to examine the university students' opinions about quality of faculty life and their lifelong learning tendencies. Research was conducted with 375 university students. According to the findings: the quality of faculty life of students differ according to gender. Male students have lower quality of faculty life than female students and male students have higher lifelong learning tendency than female students. Lifelong learning tendency of students differ according to classroom level variable. Second grade students have higher lifelong learning tendency than fourth grade students. Third grade students have lower quality of faculty life of the other students. Lifelong learning tendency of students differ according to field of study. Educational sciences students have lower lifelong learning tendency than computer and instructional technology students. Computer and instructional technology students have lower quality of faculty life than educational sciences students and fine arts students. Educational sciences students have higher quality of faculty life than elementary education students. The results reveal that the opinions of university students about quality of faculty life is a significant predictor of their opinions about life long learning tendencies. Students' opinions to fulfill their goals are seen vital as being one of the most important factor within the context of university management. It is important that to search and find out the quality of faculty life and life learning tendecies of university students help to increase the level of quality of faculty life and so generating education policies according to these results. Therefore analysing the opinions of university students on quality of faculty life and lifelong learning tendencies is expected to develop new faculty management strategies and provide important benefits to researchers and implementors. Besides that lifelong learning tendencies can be affected by other variables and they may be investigated in the next researches.

Bu çalışmanın amacı; öğretmenlerin okul kültürüne ilişkin görüşleri ve örgütsel muhalefet davranışları arasındaki ilişkiye meslekî değerlerinin kısmî aracılık etkisinin incelenmesidir. Araştırmada, değişkenler arasındaki olası ilişkileri gösterecek model kurulmuş ve bu model yapısal eşitlik modellemesi ile test edilmiştir. Araştırmanın örneklemini, uygun örnekleme yöntemiyle belirlenen 575 öğretmen oluşturmaktadır. Araştırma sonucunda; öğretmenlerin örgütsel muhalefet davranışları ile okul kültürüne ilişkin görüşlerinin, öğretmenlerin meslekî değerleri ile okul kültürüne ilişkin görüşlerinin ve öğretmenlerin örgütsel muhalefet davranışları ile meslekî değerlerinin

The purpose of this study was to examine the values and academic dishonesty tendencies of teacher candidates. The population of this study included teacher candidates who received pedagogic formation education during 2013-2014 academic semester at the Faculty of Education at Ege University. The study was conducted with 244 teacher candidates, who were chosen through convenient sampling method. Academic Dishonesty Tendency Scale and Portrait Values Questionnaire were used to collect data. It was a correlational study due to the investigation of the relationship between values and academic dishonesty tendencies of teacher candidates. It was also a survey study since the academic dishonesty tendencies and values of teacher candidates were examined in relation to demographic variables. The results suggested that there wass a significant difference between the values and academic dishonesty tendencies of teacher candidates for gender variable. The values and academic dishonesty tendencies of teacher candidates did not differ for different fields of study. There was not a significant relationship between the academic dishonesty tendencies and values of teacher candidates. ÖzBu araştırmanın amacı, öğretmen adaylarının akademik sahtekârlık eğilimleri ve değerlerini incelemektir. Araştırma evrenini, Ege Üniversitesi Eğitim Fakültesi'nde 2013-2014 eğitim-öğretim yılında formasyon eğitimi alan öğretmen adayları oluşturmaktadır. Örneklemi ise, uygun örnekleme yöntemiyle seçilen 244 öğretmen adayı oluşturmaktadır. Veriler, Akademik Sahtekârlık Eğilimi Ölçeği ve Portre Değerler Anketi ile toplanmıştır. Araştırma, öğretmen adaylarının değerleri ile akademik sahtekârlık eğilimleri arasındaki ilişkiyi incelemesinden dolayı korelasyonel ve öğretmen adaylarının akademik sahtekârlık eğilimleri ve değerlerini demografik değişkenlere göre incelemesinden dolayı tarama modelindedir. Sonuç olarak; cinsiyet değişkenine göre öğretmen adaylarının akademik sahtekârlık eğilimleri ve değerleri arasında anlamlı fark vardır. Bölüm değişkenine göre öğretmen adaylarının değer ve akademik sahtekârlık eğilimleri farklılaşmamaktadır. Öğretmen adaylarının değerleri ile akademik sahtekârlık eğilimleri arasında anlamlı bir ilişki yoktur.

Abstract. The objective of this paper is to examine competencies in classroom management of teacher candidates. Research design was determined as pre-experimental research design. Research was conducted with 388 teacher candidates. In this research, these were found; Attitudes of students about competencies in classroom management differ according to gender. Male students have higher competencies of classroom management scoresthan female students before application; but,male students have lower competencies of classroom management scores than female students after application. Attitudes of students about competencies in classroom management differ according to class significanly. Fourth class students have higher competencies of classroom management scoresthan third class students before application And, Fourth class students have higher competencies of classroom management scores than third class students after application. Attitudes of students about competencies in classroom management differ according to education type significanly. Daytime education students have lower competencies of classroom management scores than evening education students before application. And, daytime education students have lower competencies of classroom management scores than evening education students after application. Attitudes of students about competencies in classroom management differ according to field of study significanly. There are differences between classes of primary school tecaher education with Turkish teacher education, social sciences teacher education, science and technology teacher education.