The aim of this study is to determine the multicultural education perceptions of teachers working in secondary and high schools. Participants of this research designed with phenomenological approach, which is one of the qualitative research methods are 12 teachers working in secondary and high schools. Data was collected through the interview method in which a semi-structured interview form was used. Content analyzes were performed on the collected data and congruity ratios were calculated (0.83) between coders for the encodings performed separately by the researchers. Results indicate that the teachers most frequently define multicultural education as "training which is appropriate to different cultural values". When the definitions of multicultural education were examined, it was deduced that teachers focused on race, ethnicity, language, religion or social class dimensions of multiculturalism whereas, they did not think age, gender, disability, sexual orientation dimensions as the scope of the of multiculturalism. The teachers also expressed that they implemented multicultural education by "creating a culturally sensitive classroom environment" and "culturally sensitive teaching". The teachers stated that the primary advantage of multicultural education practices was the students' development of cultural sensitivity while the most important obstacle they faced in multicultural education practices was "undesirable student behaviors". At the end, it was concluded that teachers need to get a comprehensive education on multicultural education.

ÖzetBu çalışmanın temel amacı ortaokul öğrencilerinde okula aidiyet duygusu ve empatik sınıf atmosferi algılarının incelenmesidir. Araştırmaya 2011 -2012 Öğretim Yılında Adana ili merkez ilçelerindeki ortaokulların altıncı, yedinci ve sekizinci sınıflarına devam eden 608 öğrenci katılmıştır. Veriler "Okula Aidiyet Duygusu Ölçeği" (OADÖ) ve "Empatik Sınıf Atmosferi Tutum Ölçeği" (ESATÖ) kullanılarak toplanmıştır. Toplanan verilerin analizinde ölçeklerden alınan puanlara ait betimsel istatistikler incelenmiş, ayrıca bağımsız gruplar t testi, tek yönlü varyans analizi ve Pearson korelasyon analizi kullanılmıştır. Bu analiz sonuçları, öğrencilerin okula aidiyet duygusu ve empatik sınıf atmosferi algılarının orta düzeyde olduğunu göstermiştir. Ayrıca öğrencilerin okula aidiyet duyguları ve empatik sınıf atmosferi algıları arasında pozitif yönde anlamlı ilişki olduğu belirlenmiştir.Anahtar kelimeler: Okula aidiyet duygusu, empatik sınıf atmosferi, ortaokul öğrencileri AbstractThe main purpose of this study is to investigate the sense of school belonging and empathic classroom atmosphere among secondary school students.The sample of the study consisted of 608 sixth-, seventh-, and eighth-grade students from secondary schools in Adana central districts in 2011-2012 school year.Psychological Sense of School Membership Scale (PSSM) and the Perceived Intra-Classroom Empathic Atmosphere Scale (IEAS, Özbay and Şahin, 2000) were used as data collection tools. To analyze the gathered data, means and standard deviation distributions were investigated and independent samples t-

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Education has an inevitable effect on character formation and through this process, teachers' role is crucial. Therefore, the aim of the study was analyzing the views of primary school teachers concerning the qualities teachers should have and their self-efficacy perceptions as character educators. This was a descriptive survey study with 301 primary school teachers from schools at different socioeconomical level. Within the study, The Qualities and Efficacies of Teacher in Character Education Scale (QETCES) developed within the study was used and statistical analyses (Mann Whitney U, Kruskall Wallis H, Wilcoxon Signed Ranks Tests) were conducted. The findings showed that women teachers had higher scores regarding both importance level and self-efficacy perception of character education; experienced teachers' self-efficacy perceptions were higher compared to less experienced and teachers graduated from bachelor completion program, educational institution and high school of education felt more efficient through character education compared to graduates of the other programs.

The aim of this study is to determine the change occurred in educational philosophies of prospective teachers in the process of a four-year undergraduate education. This study was designed as a longitudinal panel study. The sample of the study consists of 323 prospective teachers from Çukurova University Faculty of Education. In analyzing the data gathered by means of Philosophy Preference Assessment Form, one-way ANOVA for repeated measures and two-way ANOVA for mixed measures were used.  According to the results, while there was a decrease in the perennialism and idealism, there was an increase in existentialism philosophical understandings of the prospective teachers from the 1st year towards the 4th year; and there were no significant changes in other philosophical understandings.