Abstract:Teaching is a sacred profession performed by self-sacrificing individuals with high responsibilities who are aware of their roles, have undertaken the task of raising future generations, make easier individuals' process of becoming citizen in a way to ensure the peace and welfare of the communities, and allow them to learn knowledge, skills, attitudes and behaviors. By Ataturk's saying, "Teachers are the most devoted and respectable factors of human society all over the world". In hadiths, the sanctity of teaching is expressed as, "Only those two people are admired enviously: The person who uses up and consumes the goods bestowed by Allah on him in the right way, and the person who properly rules over by the wisdom to him by Allah and who also teaches it to others." From early childhood to puberty, the person studying in public institutions establishes a spiritual association with his/her teacher. The psychical aspect of teaching is also quite predominant. The role of teaching is sometimes mixed up with the roles of mother, father, sister and brother. There are many students who keep fresh their relationships with teachers for many years although their education and training activities do not continue. Based on these, the starting point of the study is about which characteristics the teacher must have to become an ideal teacher. This study was carried out to determine the characteristics of an ideal teacher in line with the opinions of the participants of the faculty of education and pedagogical training program in a University in Istanbul. The research was carried out in the screening model. The research data were collected through semi-structured interview technique to find out student opinions in a clearer way. The study group of the research was established in accordance with the voluntary basis from among the students from the psychological counseling and guidance department, Turkish teaching department, gifted children teaching department and English teaching department and the students who are enrolled in the pedagogical training certificate program in a University, in Istanbul, in the 2015-2016 academic year. Face to face interviews were conducted with each participant in the researcher's working office for half an hour on an average. At the beginning of the interview, students were asked about their genders and the graduated university, department and faculty. Within the context of the interview, the question of "what are the characteristics of an ideal teacher for you" was posed to participants. The personal and professional characteristics that an ideal teacher should have were determined according to the opinions of teacher candidates. The discussion section was structured by the research findings in the literature, and the study was finalized with suggestions. Keywords:Ideal teacher, faculty of education students, opinions of prospective teachers, professional characteristics of an ideal teacher, personal characteristics of an ideal teacher.

This study was conducted to examine the work motivation levels of primary school teachers working in primary school institutions located in Istanbul province, Kucukcekmece district. The descriptive survey model was used in this study. The population of the study consists of primary school teachers and primary school administrators working in state primary school institutions that are affiliated to the Ministry of National Education in Kucukcekmece district. The sample of the study consisted of 343 primary school teachers and 28 primary school administrators that were selected using the disproportionate element sampling method from 14 state primary schools among the primary school institutions located in Kucukcekmece district. The "Work Motivation Scale" was used in order to collect data in the study. The Cronbach's alpha reliability coefficient of the work motivation scale was calculated as 0.897 in this study. SPSS 20.0 package software was used in the study. The average of the scores obtained by primary school teachers from the work motivation scale is Χ = 41.84, and the standard deviation is 10.32. The scores that can be obtained from the scale are between 18 and 90. Accordingly, scores between 18 and 42 were interpreted as the low level of motivation, scores between 43 and 66 were interpreted as the intermediate level of motivation, and scores between 67 and 90 were interpreted as the high level of motivation. In general, it can be said that the work motivation of primary school teachers is low. The average work motivation scores do not vary by gender, age and marital status.

Metaphors help understand how the meanings investigated are perceived (Cerit, 2008;Rizvanoglu, 2007). As may be seen from these statements, metaphors may be regarded as an important tool for identifying the perceptions of teachers and parents of the gifted children. Therefore, this study aims to explore the perceptions of teachers and parents of the gifted children by way of metaphors. The research participants were selected on voluntary basis from among the parents and teachers of primary and middle school students in Istanbul between the 2016-2017 academic year who are identified as gifted. A total of 150 parents and 50 teachers were included in the study group. Screening model was used in the present study entitled, "Gifted Children Metaphor from the Perspective of Teachers and Parents." Data was collected by qualitative research method. The relevant information on the subject was collected using the interview technique. Teachers and parents were administered a semi-structured interview form. Both parents and teachers were asked the fill the form that includes the statement, "a gifted child is like ........... because ..........." Data was analyzed using the content analysis technique. The views expressed by the parents and teachers during the interviews were read and coded accordingly, and thereafter, themes were created according to the inter-related codes.

This study is a qualitative exploration of the perceptions of primary school teachers of their supervisors using metaphors. Data in this study was obtained from interviews with 106 classroom teachers who had been supervised at least once. They worked at schools in Istanbul during the 2015-2016 academic year in the following districts: Esenler, Küçükçekmece, Başakşehir, Kartal, and Bağcılar. Interviews were coded and analyzed using the content analysis technique. The metaphors teachers used to describe supervisors could be grouped into the following categories: profession, sports, family, fear, food, animals, guidance, and objects. Results show that primary school teachers have mostly negative perceptions of supervisors, which agrees with other studies. To address this, we recommend improving communication between teachers and supervisors.

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