Abstract

This study aims at describing the self-values held by pre-school teachers working in public schools and at determining whether or not those values differ on the basis of seniority, marital status and having children. This research employs a descriptive method. The research population comprised 278 pre-school teachers working in public pre-school education institutions and in public primary education schools. The Rokeach Value Survey was used in the research. The data was analysed using the techniques as mean, standard deviation, t-test, analysis of variance (ANOVA), and Turkey HSD test in order to find the sources of differences. The self-values preferred most by pre-school teachers were “a peaceful world”, “being healthy”, and “national security”. The self-values they considered the least important were “an exciting life”, “a variable life”, and “authority”. Pre-school teachers’ self-values differed significantly on the basis of seniority, marital status, and having children.

Key words: Self-values, values education, pre-school education, pre-school teachers.