Affective domain applications in the junior high schools in Turkey

Abstract

Teachers' affective domain applications in the junior high schools in Turkey were explored in this dissertation. Teachers' attitudes toward, awareness levels of, importance placed on, and planning and classroom applications of affective objectives were investigated. One hundred thirty-one junior high school teachers participated in the study. They were selected randomly from 13 schools in central Ankara. They answered a 57-item questionnaire. Ten of the teachers were interviewed based on the questionnaire items used for the study. Differences among teachers were studied according to subjects taught, amount of training received, gender, and years of teaching experience. Group differences were evaluated by performing t tests and analyses of variance statistical methods. Results showed that teachers' awareness, attitudes, applications, and planning levels were at moderate levels. Physical education and art teachers had the lowest mean scores for planning processes. The implications of the findings are discussed.