1. The Relationship between Normative-Humanistic Attitudes & Discipline Beliefs in a Turkish Pre-School Teachers’ Sample TEACHER DEVELOPMENT, VOLUME 8, NUMBER 1, 2004

2. Map of Turkey Survey here

3. Facts about Turkey Population: 66 million Ethnicity: Turkish 80%, Kurdish 20% Languages: Turkish, Kurdish, Arabic Religion: Muslim 99% (mostly Sunni), Christians & Jews 1% Literacy Rate: overall 82% (male 92%, female 72%) Est. 20 million below poverty rate

4. Facts about Turkey Population: 66 million Ethnicity: Turkish 80%, Kurdish 20% Languages: Turkish, Kurdish, Arabic Religion: Muslim 99% (mostly Sunni), Christians & Jews 1% Literacy Rate: overall 82% (male 92%, female 72%) Est. 20 million below poverty rate

5. Facts about Turkey Population: 66 million Ethnicity: Turkish 80%, Kurdish 20% Languages: Turkish, Kurdish, Arabic Religion: Muslim 99% (mostly Sunni), Christians & Jews 1% Literacy Rate: overall 82% (male 92%, female 72%) Est. 20 million below poverty rate

6. Facts about Turkey Population: 66 million Ethnicity: Turkish 80%, Kurdish 20% Languages: Turkish, Kurdish, Arabic Religion: Muslim 99% (mostly Sunni), Christians & Jews 1% Literacy Rate: overall 82% (male 92%, female 72%) Est. 20 million below poverty rate

7. Facts about Turkey Population: 66 million Ethnicity: Turkish 80%, Kurdish 20% Languages: Turkish, Kurdish, Arabic Religion: Muslim 99% (mostly Sunni), Christians & Jews 1% Literacy Rate: overall 82% (male 92%, female 72%) Est. 20 million below poverty rate

8. Facts about Turkey Population: 66 million Ethnicity: Turkish 80%, Kurdish 20% Languages: Turkish, Kurdish, Arabic Religion: Muslim 99% (mostly Sunni), Christians & Jews 1% Literacy Rate: overall 82% (male 92%, female 72%) Est. 20 million below poverty rate

9. Facts about Turkey Population: 66 million Ethnicity: Turkish 80%, Kurdish 20% Languages: Turkish, Kurdish, Arabic Religion: Muslim 99% (mostly Sunni), Christians & Jews 1% Literacy Rate: overall 82% (male 92%, female 72%) Est. 20 million below poverty rate

10. Government Turkey has been a Republic since 1923. Prior to 1923, the Ottoman Empire ruled the country for nearly 600 years, conquering many parts of northern Africa and southeastern Europe during that often violent period.

11. Ideology “A system of beliefs, ideas, values, attitudes and categories through which a person, a group, or a society perceives, comprehends and interprets the world” The Authors

12. Normative characteristics Conforming to rules and accepted norms More homogeneous More extrinsically motivated More structured, punitive parenting style

13. Normative characteristics Conforming to rules and accepted norms More homogeneous More extrinsically motivated More structured, punitive parenting style

14. Normative characteristics Conforming to rules and accepted norms More homogeneous More extrinsically motivated More structured, punitive parenting style

15. Normative characteristics Conforming to rules and accepted norms More homogeneous More extrinsically motivated More structured, punitive parenting style

16. Normative characteristics Conforming to rules and accepted norms More homogeneous More extrinsically motivated More structured, punitive parenting style

17. Humanistic characteristics Less adherence to rules and conformity More heterogeneous More intrinsically motivated More child-centered parenting style

18. Humanistic characteristics Less adherence to rules and conformity More heterogeneous More intrinsically motivated More child-centered parenting style

19. Humanistic characteristics Less adherence to rules and conformity More heterogeneous More intrinsically motivated More child-centered parenting style

20. Humanistic characteristics Less adherence to rules and conformity More heterogeneous More intrinsically motivated More child-centered parenting style

21. Humanistic characteristics Less adherence to rules and conformity More heterogeneous More intrinsically motivated More child-centered parenting style

22. High Control Discipline Based on the philosophical belief that a child’s growth and development are the result of external conditions. Children are molded by environmental influences and are deemed to possess little innate potential. Little regard is given to children’s feelings, thoughts since adults are considered the best judges for what is appropriate.

23. High Control Discipline Based on the philosophical belief that a child’s growth and development are the result of external conditions. Children are molded by environmental influences and are deemed to possess little innate potential. Little regard is given to children’s feelings, thoughts since adults are considered the best judges for what is appropriate.

24. High Control Discipline Based on the philosophical belief that a child’s growth and development are the result of external conditions. Children are molded by environmental influences and are deemed to possess little innate potential. Little regard is given to children’s feelings, thoughts since adults are considered the best judges for what is appropriate.

25. High Control Discipline Based on the philosophical belief that a child’s growth and development are the result of external conditions. Children are molded by environmental influences and are deemed to possess little innate potential. Little regard is given to children’s feelings, thoughts since adults are considered the best judges for what is appropriate.

26. Low Control Discipline Children are primarily responsible for controlling their own behavior and that they are capable of making their own decisions. Children are encouraged learn cooperation and to construct their own values. Children’s thoughts, feelings, and ideas are taken into consideration by adults.

27. Low Control Discipline Children are primarily responsible for controlling their own behavior and that they are capable of making their own decisions. Children are encouraged learn cooperation and to construct their own values. Children’s thoughts, feelings, and ideas are taken into consideration by adults.

28. Low Control Discipline Children are primarily responsible for controlling their own behavior and that they are capable of making their own decisions. Children are encouraged learn cooperation and to construct their own values. Children’s thoughts, feelings, and ideas are taken into consideration by adults.

29. Low Control Discipline Children are primarily responsible for controlling their own behavior and that they are capable of making their own decisions. Children are encouraged learn cooperation and to construct their own values. Children’s thoughts, feelings, and ideas are taken into consideration by adults.

30. Turkish School Children

31. Artwork by Turkish Students

35. The Authors’ Study Normative v. Humanistic Ideology Correlated with: Age of Teacher Seniority Institutional Type Age Groups of Students In-Service Training Opportunities Satisfaction Level Prestige Beliefs about Teaching Profession

36. The Authors’ Study Normative v. Humanistic Ideology Correlated with: Age of Teacher Seniority Institutional Type Age Groups of Students In-Service Training Opportunities Satisfaction Level Prestige Beliefs about Teaching Profession

37. The Authors’ Study Normative v. Humanistic Ideology Correlated with: Age of Teacher Seniority Institutional Type Age Groups of Students In-Service Training Opportunities Satisfaction Level Prestige Beliefs about Teaching Profession

38. The Authors’ Study Normative v. Humanistic Ideology Correlated with: Age of Teacher Seniority Institutional Type Age Groups of Students In-Service Training Opportunities Satisfaction Level Prestige Beliefs about Teaching Profession

39. The Authors’ Study Normative v. Humanistic Ideology Correlated with: Age of Teacher Seniority Institutional Type Age Groups of Students In-Service Training Opportunities Satisfaction Level Prestige Beliefs about Teaching Profession

40. The Authors’ Study Normative v. Humanistic Ideology Correlated with: Age of Teacher Seniority Institutional Type Age Groups of Students In-Service Training Opportunities Satisfaction Level Prestige Beliefs about Teaching Profession

41. The Authors’ Study Normative v. Humanistic Ideology Correlated with: Age of Teacher Seniority Institutional Type Age Groups of Students In-Service Training Opportunities Satisfaction Level Prestige Beliefs about Teaching Profession

42. The Authors’ Study Normative v. Humanistic Ideology Correlated with: Age of Teacher Seniority Institutional Type Age Groups of Students In-Service Training Opportunities Satisfaction Level Prestige Beliefs about Teaching Profession

43. The Authors’ Study Normative v. Humanistic Ideology Correlated with: Age of Teacher Seniority Institutional Type Age Groups of Students In-Service Training Opportunities Satisfaction Level Prestige Beliefs about Teaching Profession

44. Participants in Study 156 randomly selected pre-school teachers. All female. Public 88%, Private 12% Age distribution 21-45. 81% married Age 20-30: 35% Age 30-40: 45% Age 40+: 20%

45. Participants in Study 156 randomly selected pre-school teachers. All female. Public 88%, Private 12% Age distribution 21-45. 81% married Age 20-30: 35% Age 30-40: 45% Age 40+: 20%

46. Participants in Study 156 randomly selected pre-school teachers. All female. Public 88%, Private 12% Age distribution 21-45. 81% married Age 20-30: 35% Age 30-40: 45% Age 40+: 20%

47. Participants in Study 156 randomly selected pre-school teachers. All female. Public 88%, Private 12% Age distribution 21-45. 81% married Age 20-30: 35% Age 30-40: 45% Age 40+: 20%

48. Participants in Study 156 randomly selected pre-school teachers. All female. Public 88%, Private 12% Age distribution 21-45. 81% married Age 20-30: 35% Age 30-40: 45% Age 40+: 20%

49. Participants in Study 156 randomly selected pre-school teachers. All female. Public 88%, Private 12% Age distribution 21-45. 81% married Age 20-30: 35% Age 30-40: 45% Age 40+: 20%

50. Participants in Study 156 randomly selected pre-school teachers. All female. Public 88%, Private 12% Age distribution 21-45. 81% married Age 20-30: 35% Age 30-40: 45% Age 40+: 20%

51. Measures and Research Instruments used in this Study Tomkin’s Polarity Scale General Survey Questionnaire Beliefs in Discipline Survey

52. Measures and Research Instruments used in this Study Tomkin’s Polarity Scale General Survey Questionnaire Beliefs in Discipline Survey

53. Measures and Research Instruments used in this Study ??? General Survey Questionnaire Beliefs in Discipline Survey

54. Measures and Research Instruments used in this Study ??? Correlations Beliefs in Discipline Survey

55. The Authors’ Study Normative v. Humanistic Ideology Correlated with: Age of Teacher Seniority Institutional Type Age Groups of Students In-Service Training Opportunities Satisfaction Level Prestige Beliefs about Teaching Profession

56. Measures and Research Instruments used in this Study ??? Correlations Beliefs in Discipline Survey

57. Beliefs in Discipline Questions “I believe that….”

58. Beliefs in Discipline Questions HIGH: Although children think, the decisions they make are not yet fully rational and moral LOW: Students’ inner emotions and decision making processes must always be considered legitimate and valid

59. Beliefs in Discipline Questions HIGH: Although children think, the decisions they make are not yet fully rational and moral = 110 LOW: Students’ inner emotions and decision making processes must always be considered legitimate and valid

60. Beliefs in Discipline Questions HIGH: Although children think, the decisions they make are not yet fully rational and moral = 110 LOW: Students’ inner emotions and decision making processes must always be considered legitimate and valid = 46

61. Beliefs in Discipline Questions “Generally, in my class….”

62. Beliefs in Discipline Questions HIGH: I assign students to specific areas or seats in the classroom LOW: My seating (or work area) assignments are open to negotiation

63. Beliefs in Discipline Questions HIGH: I assign students to specific areas or seats in the classroom = 27 LOW: My seating (or work area) assignments are open to negotiation

64. Beliefs in Discipline Questions HIGH: I assign students to specific areas or seats in the classroom = 27 LOW: My seating (or work area) assignments are open to negotiation = 129

65. Beliefs in Discipline Questions “If a student breaks another student’s PLD that they brought to school, I will more likely….”

66. Beliefs in Discipline Questions HIGH: Scold both students for disrespecting personal property and for bringing PLDs to school LOW: Avoid interfering in something students and/or parents should resolve themselves

67. Beliefs in Discipline Questions HIGH: Scold both students for disrespecting personal property and for bringing PLDs to school = 93 LOW: Avoid interfering in something students and/or parents should resolve themselves

68. Beliefs in Discipline Questions HIGH: Scold both students for disrespecting personal property and for bringing PLDs to school = 93 LOW: Avoid interfering in something students and/or parents should resolve themselves = 63

69. Beliefs in Discipline Questions “If students agree that a classroom rule is unjust and should be removed, but I disagree with them, then ….”

70. Beliefs in Discipline Questions HIGH: The students and I should jointly decide on a fair rule. LOW: The rule should probably be removed and replaced by a rule made by the students.

71. Beliefs in Discipline Questions HIGH: The students and I should jointly decide on a fair rule. = 147 LOW: The rule should probably be removed and replaced by a rule made by the students.

72. Beliefs in Discipline Questions HIGH: The students and I should jointly decide on a fair rule. = 147 LOW: The rule should probably be removed and replaced by a rule made by the students. = 9

73. Beliefs in Discipline Questions “When a student does not join a group activity….”

74. Beliefs in Discipline Questions HIGH: The teacher should explain the value of the activity to the students and encourage them to participate. LOW: The teacher should attempt to identify the student’s reasons for not joining and should create opportunities that respond to those reasons.

75. Beliefs in Discipline Questions HIGH: The teacher should explain the value of the activity to the students and encourage them to participate. = 44 LOW: The teacher should attempt to identify the student’s reasons for not joining and should create opportunities that respond to those reasons.

76. Beliefs in Discipline Questions HIGH: The teacher should explain the value of the activity to the students and encourage them to participate. = 44 LOW: The teacher should attempt to identify the student’s reasons for not joining and should create opportunities that respond to those reasons. = 112

77. Beliefs in Discipline Questions “During the first week of class, I will more likely….”

78. Beliefs in Discipline Questions HIGH: Announce the classroom rules and inform students how the rules will be fairly enforced. LOW: Let the students interact freely and let them initiate any rule making.

79. Beliefs in Discipline Questions HIGH: Announce the classroom rules and inform students how the rules will be fairly enforced. = 49 LOW: Let the students interact freely and let them initiate any rule making.

80. Beliefs in Discipline Questions HIGH: Announce the classroom rules and inform students how the rules will be fairly enforced. = 49 LOW: Let the students interact freely and let them initiate any rule making. = 107

81. Beliefs in Discipline Questions “If a student interrupts my lesson by talking to a neighbor, I will more likely …”

82. Beliefs in Discipline Questions HIGH: Move the student away from the others and continue with the lesson because time should not be wasted on account of one individual. LOW: Tell students how angry I feel and conduct a dialogue about how the first student would feel about being interrupted.

83. Beliefs in Discipline Questions HIGH: Move the student away from the others and continue with the lesson because time should not be wasted on account of one individual. = 60 LOW: Tell students how angry I feel and conduct a dialogue about how the first student would feel about being interrupted.

84. Beliefs in Discipline Questions HIGH: Move the student away from the others and continue with the lesson because time should not be wasted on account of one individual. = 60 LOW: Tell students how angry I feel and conduct a dialogue about how the first student would feel about being interrupted. = 96

85. More Research Results Teachers with higher satisfaction and prestige levels have higher control tendencies Teachers that believe that education is a lower prestige profession have lower control tendencies. Nominative orientation increased with each age group.

86. More Research Results Teachers with higher satisfaction and prestige levels have higher control tendencies Teachers that believe that education is a lower prestige profession have lower control tendencies. Nominative orientation increased with each age group.

87. More Research Results Teachers with higher satisfaction and prestige levels have higher control tendencies Teachers that believe that education is a lower prestige profession have lower control tendencies. Nominative orientation increased with each age group.

88. More Research Results Teachers with higher satisfaction and prestige levels have higher control tendencies Teachers that believe that education is a lower prestige profession have lower control tendencies. Nominative orientation increased with each age group.

89. Conclusions The study supporting an effort to modernize Turkey’s education system in line with its new EU membership. Socio-economic changes influencing educational changes. Turkey is trying to move away from instruction-based classroom structure to a student-based structure. Older teachers with normative high-control ideology seen as an impediment to progress. Teachers highly influenced by cultural norms and traditional ideologies. Turkish parenting styles generally authoritarian and normative. Self-respect for one’s profession tied to ability to enact control and feeling empowered in the classroom.

90. Conclusions The study supporting an effort to modernize Turkey’s education system in line with its new EU membership. Socio-economic changes influencing educational changes. Turkey is trying to move away from instruction-based classroom structure to a student-based structure. Older teachers with normative high-control ideology seen as an impediment to progress. Teachers highly influenced by cultural norms and traditional ideologies. Turkish parenting styles generally authoritarian and normative. Self-respect for one’s profession tied to ability to enact control and feeling empowered in the classroom.

91. Conclusions The study supporting an effort to modernize Turkey’s education system in line with its new EU membership. Socio-economic changes influencing educational changes. Turkey is trying to move away from instruction-based classroom structure to a student-based structure. Older teachers with normative high-control ideology seen as an impediment to progress. Teachers highly influenced by cultural norms and traditional ideologies. Turkish parenting styles generally authoritarian and normative. Self-respect for one’s profession tied to ability to enact control and feeling empowered in the classroom.

92. Conclusions The study supporting an effort to modernize Turkey’s education system in line with its new EU membership. Socio-economic changes influencing educational changes. Turkey is trying to move away from instruction-based classroom structure to a student-based structure. Older teachers with normative high-control ideology seen as an impediment to progress. Teachers highly influenced by cultural norms and traditional ideologies. Turkish parenting styles generally authoritarian and normative. Self-respect for one’s profession tied to ability to enact control and feeling empowered in the classroom.

93. Conclusions The study supporting an effort to modernize Turkey’s education system in line with its new EU membership. Socio-economic changes influencing educational changes. Turkey is trying to move away from instruction-based classroom structure to a student-based structure. Older teachers with normative high-control ideology seen as an impediment to progress. Teachers highly influenced by cultural norms and traditional ideologies. Turkish parenting styles generally authoritarian and normative. Self-respect for one’s profession tied to ability to enact control and feeling empowered in the classroom.

94. Conclusions The study supporting an effort to modernize Turkey’s education system in line with its new EU membership. Socio-economic changes influencing educational changes. Turkey is trying to move away from instruction-based classroom structure to a student-based structure. Older teachers with normative high-control ideology seen as an impediment to progress. Teachers highly influenced by cultural norms and traditional ideologies. Turkish parenting styles generally authoritarian and normative. Self-respect for one’s profession tied to ability to enact control and feeling empowered in the classroom.

95. Conclusions The study supporting an effort to modernize Turkey’s education system in line with its new EU membership. Socio-economic changes influencing educational changes. Turkey is trying to move away from instruction-based classroom structure to a student-based structure. Older teachers with normative high-control ideology seen as an impediment to progress. Teachers highly influenced by cultural norms and traditional ideologies. Turkish parenting styles generally authoritarian and normative. Self-respect for one’s profession tied to ability to enact control and feeling empowered in the classroom.

96. Conclusions The study supporting an effort to modernize Turkey’s education system in line with its new EU membership. Socio-economic changes influencing educational changes. Turkey is trying to move away from instruction-based classroom structure to a student-based structure. Older teachers with normative high-control ideology seen as an impediment to progress. Teachers highly influenced by cultural norms and traditional ideologies. Turkish parenting styles generally authoritarian and normative. Self-respect for one’s profession tied to ability to enact control and feeling empowered in the classroom.

97. “Daddy, send me to school.” --slogan for Turkish advocacy group to educate more young girls.