In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.2,
Ju
n
e
20
1
8
,
pp
.
100~
108
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ije
re.
v7.i
2
.13
1
4
1
100
Jou
rn
a
l
h
o
me
pa
ge
: h
t
t
p
:/
/
i
a
e
s
core.
c
om
/
j
ou
rna
l
s
/in
dex
.
p
h
p
/IJERE
Democratic Perception and Atti
tud
e
s o
f
Pre-Service Musi
c
Teachers in Tur
key
Hatice
Onu
ray E
ğ
i
l
m
e
z
1
, Özg
ür
E
ği
l
m
ez
2
, Doru
k
E
n
g
ür
3
1,
3
Dep
a
r
t
m
ent
o
f
M
u
s
i
c
Ed
u
cation
, M
eh
m
e
t
Ak
if
E
rso
y
U
n
i
versity
, T
urkey
2
De
pa
rtm
e
nt
o
f
Mu
sic
Ed
uc
a
t
io
n
,
U
lu
da
ğ
Un
iv
e
r
s
i
t
y
,
Tu
r
k
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
M
ay
1
4
, 2
018
Re
vise
d Ma
y
2
7
, 201
8
Ac
ce
p
t
ed
M
a
y
2
9
,
2
018
Dem
o
cracy
,
a
l
i
f
e
st
yl
e
as
m
u
c
h
as
i
t
is
a
f
orm
o
f
g
ov
ernm
en
t
,
b
egin
s
t
o
b
e
learn
e
d
i
n
t
h
e
f
am
ily.
T
he
y
o
u
th
o
bs
erv
e
a
n
d
a
c
q
u
ire
th
e
dem
o
cr
atic
a
tti
tudes
of
t
h
e
ir
p
arent
s
.
Th
e
t
a
sk
o
f
p
a
s
s
i
n
g
it
on
t
o
the
n
e
w
g
e
nerat
i
on
s
and
h
e
lpi
ng
th
em
acqu
i
re
d
e
m
ocrat
i
c
v
a
lu
es
i
s
th
e
missi
o
n
o
f
s
ch
oo
ls,
n
a
m
e
l
y
teachers
.
I
t
is
a
c
omm
only
k
n
o
w
n
f
act
t
hat
de
velopmental
level
o
f
c
ou
ntri
es
show
s
paral
l
elism
with
t
he
d
emocrati
c
attit
udes
o
f
i
nd
i
v
i
dua
l
s
.
It
i
s
i
m
p
o
r
t
a
n
t
t
o
un
ders
tand
t
he
d
em
ocrat
i
c
perc
ept
i
o
n
s
and
at
titud
e
s
of
t
eache
r
s
w
ho
are
resp
on
sible
f
o
r
po
sitio
ni
ng
d
emo
c
rati
c
st
ruc
t
ure
and
th
us
r
ai
si
ng
t
he
dem
o
cra
t
ic
l
evel
o
f
cou
n
t
r
i
e
s
.
F
or
t
h
i
s
re
as
on
,
the
rese
arch
a
i
ms
t
o
exam
in
e
the
democrati
c
p
erceptions
a
nd
a
t
titudes
o
f
m
usi
c
t
eacher
candi
dates
in
t
e
r
ms
of
s
o
m
e
vari
able
s
.
D
at
a
collected
u
s
i
ng
t
h
e
d
e
m
ocrat
i
c
att
i
t
ude
s
cale
w
a
s
anal
yzed
u
sin
g
t
-t
es
t
,
K
rus
k
al
-W
a
llis
H
t
e
s
t
,
an
d
S
p
earm
a
n’s
co
rrelat
i
on
coef
fi
cient.
R
es
u
lts
s
ho
wed
tha
t
a
tt
it
ud
e
scores
d
i
d
n
ot
c
hang
e
accord
ing
to
gen
d
er,
lev
e
l
o
f
p
aren
ts’
edu
cati
on
or
t
h
e
y
ear
s
tu
den
t
s
w
e
re
i
n.
S
cale
scores
were
n
eg
at
iv
e
l
y
correlat
e
d wit
h
t
he am
oun
t of
p
a
r
ent
s
’
i
n
com
e
.
Th
ere
was
n
o
correl
a
tio
n
bet
w
een
t
he
s
tu
den
t
s
’
G
PA
s
and
t
h
e
scal
e
s
c
o
r
es.
M
u
sic
teach
ing
requires
a
d
em
ocratic
e
nvi
ronm
en
t
intr
ins
i
cally;
therefore,
t
he
d
em
ocrati
c
percep
tio
ns
a
nd
at
ti
tud
e
s
of
t
he
m
usic
t
each
er
c
a
n
di
dates
who
w
ill
carry
o
ut
th
e
m
u
sic
les
s
o
n
s
in
w
h
i
c
h
t
hey
s
hou
ld
m
ai
n
t
ai
n
th
e
dem
o
crati
c
en
v
i
r
o
n
m
e
n
t
mu
st
b
e
de
te
rm
i
n
e
d
.
As
a
fo
re
me
n
t
ion
e
d
no
tion
s
su
gg
e
s
t,
t
h
i
s
s
t
u
d
y
i
s
o
f
t
h
e
ess
e
nce
s
i
n
ce
th
e
resu
lts
w
il
l
shed
light
on
th
e
academ
ic
s
t
a
ff
i
n
t
h
e
in
s
t
it
u
t
ions that tra
i
n
musi
c teach
ers.
K
eyw
ord
:
Dem
o
cr
ati
c
a
t
t
it
u
d
es
Dem
o
cr
ati
c
pe
r
ce
ptio
n
M
u
s
i
c t
e
ach
e
r
t
ra
in
ing
Pr
e
-
se
rvice
music
teac
hers
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
H
a
tice
O
nura
y
Eğ
ilme
z
,
D
e
pa
rtme
nt
o
f
M
u
sic
E
duca
t
i
on,
Ul
ud
a
ğ
Uni
v
e
rsi
t
y
,
G
o
ruk
l
e
Ca
mp
us,
N
ilufer-
Bur
s
a
,
1
60
59,
Turke
y.
Em
ail:
hat
i
c
e
e
g
i
l
m
ez@
gm
ail
.
c
o
m
1.
I
N
TR
OD
U
C
TI
O
N
I
t
i
s
kn
ow
n
tha
t
d
e
v
el
o
p
me
nt
al
l
e
v
e
l
o
f
c
o
u
n
tr
ie
s
sh
ow
s
p
a
ra
l
l
e
li
sm
w
ith
t
he
d
e
m
oc
rat
i
c
a
tt
i
t
u
d
es
o
f
in
div
i
dua
ls.
A
c
c
o
rd
in
g
to
G
o
m
l
e
ks
i
z
[
1],
de
moc
r
ac
y
is
“
a
form
o
f
li
fe
s
t
y
l
e
a
nd
go
ve
rnm
e
nt
b
a
s
e
d
o
n
h
u
m
a
n
rig
h
ts
a
n
d
free
doms
i
n
w
h
i
c
h
m
a
j
or
i
t
y
has
rig
h
t
t
o
es
tab
l
is
h
a
p
o
lic
y,
a
nd
m
i
nor
it
y
has
r
i
g
h
t
t
o
par
t
ic
i
p
ate
i
n
and
cri
t
i
c
i
ze”
.
H
o
w
e
ve
r,
t
he
s
ust
a
ina
b
il
ity
o
f
dem
o
cra
c
y
ca
n
on
l
y
b
e
e
n
sur
e
d
i
n
s
ocie
t
i
es
c
omp
o
se
d
o
f
in
div
i
dua
ls
w
h
o
acc
e
p
t
dem
o
cra
c
y
as
a
b
e
h
avi
o
ral
pa
t
t
ern
a
n
d
c
a
n
br
in
g
dem
o
cra
t
i
c
p
ri
n
c
i
p
le
s
to
t
he
ir
l
ives.
Fa
mily
a
n
d
s
c
hoo
l
a
r
e
tw
o
im
porta
n
t
i
nsti
t
u
ti
on
s
i
n
t
h
e
d
eve
l
op
m
e
n
t
a
nd
s
o
c
i
a
liz
a
tio
n
o
f
i
n
d
i
v
i
dua
ls.
D
e
m
o
cr
acy,
a
lifes
ty
l
e
a
s
mu
c
h
a
s
it
is
a
f
orm
of
g
over
n
me
nt
,
b
e
g
in
s
to
b
e
l
e
arn
e
d
in
t
h
e
f
a
m
il
y
by
t
h
e
d
e
mo
c
r
ati
c
a
ttit
ud
es
o
f
p
a
ren
t
s.
T
h
e
t
a
s
k
of
p
a
s
si
ng
i
t
on
t
o
t
he
n
e
w
g
e
n
era
t
i
ons
a
n
d
h
elp
i
ng
t
h
em
a
c
q
u
i
re
dem
o
cra
t
i
c
v
a
l
ues
i
s
t
he
m
i
s
s
i
o
n
o
f
sc
h
ools,
n
a
m
e
l
y
tea
c
h
e
r
s.
I
f
it
i
s
d
es
ired
t
o
raise
i
n
di
vid
u
al
s
w
h
o
be
lie
v
e
in
a
nd
li
ve
d
em
ocr
acy,
it
i
s
nece
ssa
r
y
t
h
a
t
t
he
i
r
e
d
u
ca
ti
o
n
al
e
n
v
i
r
onmen
t
esp
e
ci
al
ly
t
h
e
i
r
c
l
a
ssroo
m
i
s
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
D
e
m
o
crati
c
Perc
ept
i
on
a
nd A
t
t
itu
des
of
t
h
e
Pre-
Serv
ic
e
Music
… (
H
at
i
c
e
O
n
u
r
ay
E
ğ
il
me
z)
10
1
go
verne
d
d
e
m
oc
rat
i
ca
ll
y
an
d
t
h
e
y
e
x
p
erie
nc
e
dem
o
cr
acy
i
n
the
c
l
assr
oo
m
[2]
.
D
avie
s
a
s
c
i
t
e
d
b
y
K
a
r
a
han
e
t
al [3] a
lso
asso
ciate
s
t
he
de
v
e
l
opm
en
t
of de
m
oc
ratic
life
c
u
l
t
u
re
t
o t
h
e
de
moc
r
atic
e
d
u
ca
tio
na
l
s
y
ste
m
s.
D
e
w
e
y
w
ho
i
s
an
i
m
p
o
rta
n
t
re
pre
s
en
tat
i
ve
o
f
li
berta
r
ia
n
tr
a
d
i
t
i
o
n
,
w
hose ori
g
ins
are
ba
s
e
d
on
va
l
u
es
of
e
n
l
i
g
hte
n
me
nt,
an
d
de
d
i
c
a
t
es
h
is
l
i
f
e
an
d
th
oug
h
t
s
to
d
e
m
oc
r
atic
a
nd
e
duca
tio
na
l
issue
s
p
repa
red
a
r
e
por
t
a
f
t
e
r
hi
s
vi
sit
to
T
u
r
k
e
y
du
ring
t
h
e
y
ea
rs
o
f
t
h
e
fo
und
a
t
io
n
o
f
t
he
R
e
p
ub
l
i
c
o
f
T
ur
ke
y,
a
nd
it
is
t
ho
u
g
h
t
t
ha
t
th
i
s
r
epor
t
has
be
e
n
i
n
f
lue
n
ti
al
i
n
t
h
e
de
vel
opme
n
t
of
t
he
T
urk
is
h
N
a
ti
o
n
al
E
duc
a
t
i
o
n
sys
t
em
.
A
ccor
d
in
g
to
D
e
w
e
y
as
c
ite
d
b
y
G
u
t
e
k
,
d
e
m
o
cra
c
y
a
n
d
educa
tio
n
ar
e
han
d
i
n
ha
nd
.
O
n
ly
a
d
em
ocr
a
t
i
c
ed
uc
a
tion
ca
n
cre
a
te
a
d
em
oc
ratic
s
o
c
ie
ty.
Scho
o
l
s
h
o
u
ld
b
e
a
minia
t
ure
s
o
c
i
e
ty.
Ch
i
l
dre
n
c
a
n
o
n
l
y
ge
t
the
bas
i
c
pri
n
c
i
p
l
es
of
a
de
m
oc
rat
i
c
l
ife
s
tyl
e
i
n su
ch
a
sc
hool
[
4].
D
e
moc
r
ac
y
Ed
ucat
i
on
a
n
d
S
c
ho
o
l
C
o
u
n
ci
ls
P
roject
w
a
s
p
u
t
i
n
t
o
pr
ac
ti
ce
i
n
Turk
e
y
i
n
2
0
04
a
n
d
stude
n
t
s
w
e
re
t
rie
d
t
o
be
g
r
o
w
n
w
ith
d
em
o
c
ra
ti
c
aw
are
n
e
ss
from
e
a
rly
a
g
es
a
n
d
t
o
ga
in
t
he
v
a
l
ue
s
s
u
c
h
a
s
vo
tin
g,
c
rit
i
ca
l
th
i
n
kin
g
,
so
lida
r
i
t
y,
r
e
c
o
n
ci
lia
t
i
o
n
,
par
tic
i
p
at
i
on,
p
u
b
lic
o
p
i
ni
o
n
f
orm
a
ti
o
n
a
nd
de
mo
c
r
ati
c
leade
r
s
h
ip
a
d
o
p
t
i
on
b
y
pra
ct
i
ce
[5].
I
n
t
he
n
ew
d
r
a
ft
m
us
i
c
l
es
s
o
n
c
u
rricu
l
u
m
,
w
hich
i
s
pla
nne
d
to
b
e
im
plem
en
ted
i
n
2
01
7
an
d
em
phas
i
zed
a
s
the
m
o
s
t
i
m
p
orta
nt
b
a
s
ic
e
l
e
m
e
nt
c
o
n
s
t
itu
ti
n
g
a
n
e
d
ucat
i
on
s
y
ste
m
,
it
i
s
e
m
pha
siz
e
d
t
h
at
t
he
sk
i
l
ls
g
ai
ne
d
thr
oug
h
e
duca
tio
n
proc
ess
c
o
n
t
ri
b
u
te
t
o
t
h
e
impr
o
ve
me
nt
o
f
t
h
e
l
i
v
i
ng
s
t
a
n
dards
o
f
t
he
i
n
d
i
vid
u
a
l
s
an
d
t
o
t
h
e
c
ount
ri
e
s
'
gl
o
b
a
l
c
o
mpe
t
it
i
o
n
c
a
p
acit
i
es
a
nd
the
i
r
de
m
o
cr
atic de
v
el
opme
n
t
[6].
Thr
o
u
g
h
o
u
t
h
i
s
t
o
ry,
dem
o
cra
c
y
i
n
T
ur
ke
y
ha
s
occ
a
s
i
o
nal
l
y
bee
n
i
nte
rrupte
d
d
ue
t
o
va
rio
u
s
co
u
p
s
.
Th
is
f
ac
t
s
h
ow
s
us
t
hat
t
e
ac
h
e
rs
n
eed
t
o
be
m
or
e
sensi
tive
in
t
he
n
am
e
of
d
em
ocra
cy
i
n
or
der
for
de
mo
c
r
atic
bases i
n
o
ur co
u
n
t
ry to be so
l
i
d
, perm
ane
n
t
a
nd s
u
stai
na
ble
.
A
c
cor
d
ing t
o
Tu
n
ce
l
a
nd B
a
lc
i
[7]
,
t
e
ache
r
s
ne
ed
to
k
now
t
he
b
a
s
ic
v
al
ue
s of d
em
ocra
cy
a
n
d
t
ra
nsform
t
he
se
v
a
l
ue
s
in
to
b
eh
avi
o
r
in
t
h
e
i
r
o
wn
l
if
e.
W
i
t
hi
n
thi
s
con
t
e
x
t,
i
t
i
s
t
h
o
u
g
h
t
t
h
at
it
i
s
i
m
p
o
r
ta
n
t
t
o
u
nder
s
ta
nd
the
a
tti
tu
des
a
nd
p
e
r
s
pe
ct
ive
s
o
f
the
teac
hers
w
ho
a
r
e
respo
n
s
i
b
l
e
for
sett
in
g t
h
e de
moc
r
atic
s
t
r
uc
t
u
re
a
nd t
hus r
ais
i
n
g
t
he
dem
o
c
r
a
tic le
v
e
l
o
f
the
c
oun
trie
s.
I
n
t
he
l
itera
t
u
r
e
,
there
ar
e
st
ud
ies
c
o
nduc
te
d
in
T
ur
ke
y
on
d
e
m
oc
ra
tic
a
t
tit
u
d
es
o
f
Turk
is
h
pre
-
se
rv
i
c
e
t
e
ach
e
r
s
[
8
-17
]
.
Ho
w
e
v
e
r,
r
ese
a
rc
h
e
s
o
n
t
h
e
d
emoc
ra
t
i
c
pe
rce
p
ti
ons
a
nd
a
t
t
itu
d
e
s
of
m
usic
t
e
a
c
h
ers
are
li
m
i
te
d
in
our
c
ou
n
t
ry.
F
o
r
t
h
i
s
r
ea
son,
i
n
the
s
t
ud
y,
t
h
e
dem
o
cra
tic
p
erc
e
pt
i
o
ns
a
nd
a
t
t
i
t
ude
s
o
f
t
h
e
p
r
e
-
service
m
u
s
i
c te
ache
r
s,
w
ho
w
i
l
l
c
on
d
u
ct
m
us
i
c
l
e
sso
ns
t
h
a
t
req
u
i
re
a
d
e
m
oc
ratic
e
n
v
ir
onme
n
t
i
nhere
ntl
y
,
ar
e
exa
m
ine
d
i
n
te
rm
s of
s
ome
var
i
a
b
les.
I
n
t
he
r
esea
rch
,
i
t
is
a
i
m
ed
t
o
exa
m
i
n
e
t
h
e
de
moc
r
at
ic
p
erc
e
pt
i
o
n
s
an
d
a
t
t
i
t
u
d
e
s
of
t
h
e
p
re
-serv
i
ce
music
te
ac
he
rs
s
tu
dy
i
n
g
i
n
T
urke
y
in
t
erm
s
o
f
s
o
m
e
v
ar
i
a
bl
e
s
.
T
h
e
r
e
s
ult
s
r
e
l
at
ed
t
o
d
e
mo
c
r
at
i
c
p
e
r
cep
ti
o
n
s
and
at
t
itu
de
s
o
f
t
he
p
re-se
r
vi
ce
m
u
sic
teac
hers
w
h
o
w
i
l
l
c
o
nduc
t
mus
i
c
less
o
n
s
tha
t
r
e
q
u
i
r
e
a
d
e
m
oc
rat
i
c
env
i
ro
nm
en
t
in
her
e
n
t
l
y
w
il
l
s
h
ed
l
i
ght
o
n
th
e
a
c
a
d
e
m
ic
s
ta
ff
i
n
i
n
s
ti
tu
tio
n
s
t
ha
t
tra
i
n
m
u
sic
te
ac
he
rs,
an
d
th
i
s
ma
kes
t
h
e
r
e
sea
r
ch
i
m
p
o
r
ta
nt
.
F
u
r
t
he
rm
ore,
t
here
i
s
no
s
t
u
dy
o
n
d
em
ocra
t
i
c
p
e
rce
p
t
i
o
n
s
and
a
t
t
i
t
u
des
of
t
he
pre-
service
m
u
si
c
tea
c
h
er
s
in Turke
y, a
nd th
at inc
rea
s
e
s
t
he
i
m
porta
nc
e of
t
he
s
tu
d
y
.
2.
RESEARCH
M
ETH
O
D
Cor
r
elat
io
na
l
resea
r
ch
m
ode
l
w
a
s
use
d
i
n
the
st
ud
y.
I
n
t
h
i
s
m
od
el,
the
a
i
m
is
t
o
es
tima
t
e
the
le
ve
l
o
f
rela
tio
ns
hip be
tw
e
e
n
tw
o or more
va
riable
s
sta
tis
ti
c
a
l
ly
a
n
d
pr
ed
ic
t the p
o
ss
ib
l
e
r
esu
l
ts [1
8
]. In th
is st
u
d
y
, the
rela
tio
n
be
tw
e
e
n
dem
o
cra
t
i
c
p
erc
e
p
tio
ns
a
nd
a
tt
it
u
d
es
o
f
t
h
e
pr
e
-
ser
v
i
c
e
m
u
sic
te
ac
h
e
rs
w
as
e
xa
mi
ne
d
i
n
term
s
of
v
a
r
ia
b
l
es
s
uc
h
a
s
g
e
nde
r,
c
l
a
ss
l
eve
l
,
gr
ade
po
in
t
a
v
e
rage
(
G
P
A),
and
pare
nts’
l
e
v
el
o
f
inc
o
me
,
leve
l
of
e
d
u
ca
t
i
o
n
,
e
m
ploym
en
t
sta
t
u
s
a
nd oc
c
u
pa
ti
o
n
s.
The
re
sear
ch
p
opu
la
ti
on
c
ons
isted
o
f
s
t
ude
n
t
s
s
t
ud
y
i
ng
a
t
depa
r
tme
n
t
o
f
m
usic
e
d
u
ca
ti
o
n
i
n
T
u
r
k
e
y
.
As
a
s
a
m
p
l
e
,
1
22
s
tu
d
e
nt
s
(8
7
f
e
mal
e
,
35
m
a
l
e
)
s
t
udy
ing
at
d
e
p
a
r
t
me
nt
o
f
mu
sic
e
d
u
cati
o
n
a
t
1
0
d
i
ffe
ren
t
un
ive
r
si
t
i
e
s
w
e
r
e
inc
l
u
d
e
d
i
n
t
h
e
re
sear
ch.
S
t
u
d
e
n
t
s
m
ea
n
age
w
a
s
2
2.
22
(S
D
=
3.0
3
)
.
Tw
enty-si
x
o
f
the
stude
n
t
s
w
e
re
f
i
r
st-ye
a
r
s
t
u
d
e
nt
s,
2
0
w
e
re
s
ec
o
nd-yea
r
s
tude
n
t
s
,
32
w
ere
t
h
i
r
d
-
y
e
a
r
s
t
u
d
e
n
t
s
an
d
44
w
ere
f
o
urth-year
st
udents.
In
t
he
r
esea
rch,
a
s
c
a
le
d
e
v
el
ope
d
by
Tu
tku
n
a
n
d
G
enc
[1
7]
t
o
d
et
e
r
mi
ne
t
h
e
d
emo
c
ra
ti
c
p
e
rcep
tio
ns
and
a
tti
t
udes
of
t
he
p
re-
s
e
r
vice
t
e
a
c
h
ers
w
a
s
used.
In
a
dd
i
tio
n
t
o
t
h
e
sc
ale,
a
p
ersona
l
i
n
form
at
i
on
for
m
prepa
r
ed
b
y
t
h
e
r
e
sea
r
che
r
s
for
t
h
e
pr
e-se
rvice
te
ac
he
rs
w
as
u
s
e
d
i
n
ord
e
r
to
c
o
l
l
e
c
t
d
a
t
a.
T
he
s
ca
le
c
ons
is
t
s
of
3
6
i
t
em
s,
11
for
t
h
e
pe
rs
ona
l
dim
e
ns
io
n,
1
1
f
o
r
t
h
e
e
duca
t
io
na
l
dim
e
ns
io
n
a
n
d
14
f
or
t
he
o
ccu
p
a
t
i
o
n
a
l
dime
n
s
i
o
n.
1
1
i
t
em
s
at
t
he
p
erso
nal
leve
l
w
e
re
a
bo
u
t
t
he
p
r
e
-se
rv
i
c
e
t
e
ach
e
r
’s
b
eing
“
o
p
e
n
-
mi
nd
ed
,
s
e
lf
-
crit
ica
l
,
co
l
l
a
b
orat
ive,
s
e
n
si
ti
ve
a
n
d
t
o
l
e
r
ant
¬
”,
a
nd
if
t
he
y
“r
espec
t
s
i
n
divi
d
u
al
r
i
g
ht
s,
b
elie
ves
in
j
u
s
t
i
c
e
a
n
d
equa
l
i
t
y
a
nd
d
e
vel
o
ps
c
ha
n
g
i
ng,
p
r
o
gress
i
n
g
a
nd
pr
ob
lem
solv
in
g
s
tra
t
e
g
ie
s”;
11
i
t
em
s
on
t
h
e
ed
uca
t
i
o
na
l
leve
l
t
o
m
e
a
sure
i
f
t
h
e
pre-
service
tea
c
h
e
r
“
searche
s
,
anal
yze
s
a
nd
s
y
n
th
esi
z
es,
wor
k
s
wi
th
p
eo
ple
wi
th
di
ffe
re
nt
o
pi
n
i
ons,
s
how
s
res
p
e
c
t
t
o
t
he
p
e
o
ple fr
om
d
i
f
fer
e
nt
na
tio
n,
r
e
l
i
g
i
o
n,
r
ac
e
and gen
d
er,
and
e
x
presses
himse
l
f/he
rse
l
f
in
c
l
a
ss”
;
t
h
e
14
i
t
em
s
a
t
t
h
e
o
cc
u
p
a
tio
na
l
le
v
e
l
t
o
me
as
u
r
e
t
h
e
si
tu
at
ions
w
h
e
re
p
re
-se
r
v
i
ce
teac
her
“
c
oop
e
r
ate
s
w
ith
c
o
llea
gue
s,
b
eco
m
e
s
fair
a
nd
ope
n
t
o
s
t
u
de
nt
s,
r
espe
cts
t
h
e
rig
h
ts
o
f
s
t
ude
n
t
s,
que
st
ions
t
eac
hin
g
s
ki
lls
a
n
d
k
now
l
e
d
g
e,
u
ses
d
i
ffe
r
en
t
te
chn
i
q
ue
s,
m
etho
ds
a
n
d
a
c
t
i
v
it
ies
w
h
i
l
e
tea
c
hi
n
g
,
cre
a
tes
pos
i
t
i
v
e
c
l
a
s
sr
oom
a
t
m
osp
h
e
r
e
a
n
d
c
l
assro
o
m
m
a
n
a
gem
e
nt,
a
n
d
g
i
v
es
f
e
e
d
bac
k
t
o
t
h
e
s
t
ude
n
t
s”.
The
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
2,
June2
0
18
:
10
0
–
1
08
10
2
relia
bi
l
ity
o
f
the
5-p
o
i
n
t
Like
rt
t
y
p
e
sca
l
e
w
a
s
c
a
lcula
t
e
d
a
s
0.7
2
5
f
or
p
er
sona
l
d
i
m
e
ns
io
n,
0
.
8
11
for
educ
a
t
i
o
na
l
dim
e
nsi
on,
a
n
d
0
.
8
9
7
f
or
o
cc
u
p
at
iona
l
d
i
m
e
n
s
i
on.
I
n
t
he
p
r
e
se
n
t
s
t
u
d
y
,
t
h
ese
coe
ffic
i
en
t
s
w
er
e
deter
m
i
n
ed
a
s 0.
94
1, 0.
9
5
3
,
0.980,
r
espe
ct
i
v
e
l
y.
B
e
fo
re
d
at
a
anal
y
s
i
s
, pa
r
amet
ri
c
t
e
st
a
ssu
m
pt
ion
s
we
r
e
ch
eck
ed
a
n
d it w
a
s de
term
ine
d
to u
s
e t-
te
st t
o
ana
l
yz
e
t
h
e
sc
ores
i
n
t
e
rm
s
of
g
e
nder,
t
he
K
r
u
ska
l
-
W
al
l
i
s
H
tes
t
t
o
a
nal
y
ze
t
h
e
s
c
ore
s
i
n
term
s
o
f
t
he
c
la
ss
leve
l of the
pre
-
s
ervice
tea
che
r
s and
pare
nts’
o
cc
upa
t
i
ons,
o
n
e
-
w
ay
ANOV
A
t
o
a
n
a
l
y
ze t
he
s
co
r
e
s
in
t
erms
o
f
pare
n
t
s’
l
e
v
el
o
f
e
d
uca
t
ion
a
nd
Ma
n
n
-
W
hi
tne
y
U
t
e
s
t
to
a
na
lyz
e
t
h
e
sc
ore
s
i
n
t
e
r
m
s
of
p
ar
en
ts’
em
pl
oym
ent
st
a
t
u
s
.
Sp
ea
rma
n
'
s
c
o
r
re
l
a
ti
on
c
o
e
ffi
ci
en
t
wa
s
ca
l
c
u
l
at
ed
t
o
d
e
ter
m
ine
c
o
rrela
t
i
on
s
be
tw
ee
n
a
tti
tu
de,
in
c
o
me
,
and
G
P
A
variable
s.
3.
RESULT
S
A
N
D
ANALY
S
IS
In
o
r
d
er
t
o
determ
ine
the
effect
o
f
g
e
nd
e
r
o
n
a
t
tit
u
d
e
s
cores,
t
-
t
e
st
s
w
e
re
e
m
p
l
o
yed.
T
est
s
t
a
t
istic
s
are
give
n
i
n
T
a
b
le
1
.
In
T
ab
l
e
1
,
i
t
is
s
ee
n
th
a
t
f
e
m
al
e
p
r
e-se
rv
i
c
e
mu
si
c
t
e
a
c
hers
h
ave
a
hi
g
h
er
s
c
o
re
i
n
ge
ne
ral
a
n
d
su
b
dime
n
s
i
o
ns
o
f
dem
o
cr
at
ic p
e
r
ce
pt
ion a
nd a
ttit
u
d
e tha
n
m
al
es,
bu
t
t
h
is
d
iffe
renc
e i
s
n
ot
s
t
a
tist
i
ca
l
l
y sig
n
i
fica
n
t
(p >
.
05)
T
a
b
l
e 1.
T-T
est Tab
l
e
S
how
i
n
g the
D
e
m
o
cr
atic P
erc
e
pt
io
n and
A
t
t
i
t
ud
e
Scor
es Differe
n
ces
o
f P
r
e
s
e
r
vice
M
u
s
i
c Te
ach
e
r
s
i
n
t
e
r
ms o
f G
e
n
d
e
r
D
i
m
e
nsi
o
n
Ge
nd
e
r
N M
SD
t
df
p
G
e
n
e
r
a
l
Fe
m
a
l
e
8
7
4.
40
0
.
72
0.
79
120
.
429
M
a
l
e
35
4
.
2
8
0.
72
Pe
r
s
ona
l
Fe
m
a
l
e
8
7
4.
31
0
.
74
0
.
3
4
120
.
732
M
a
l
e
35
4
.
2
6
0.
71
E
duca
t
ion
a
l
Fe
m
a
l
e
8
7
4.
35
0
.
75
0
.
7
8
120
.
439
M
a
l
e
35
4
.
2
4
0.
74
O
c
c
u
p
a
tion
a
l
Fe
m
a
l
e
8
7
4.
51
0
.
76
1
.
0
8
120
.
281
M
a
l
e
35
4
.
3
4
0.
75
In
o
rd
er
t
o
d
e
t
e
rmi
n
e
t
h
e
e
f
f
e
ct
o
f
c
l
a
s
s
l
e
v
e
l
o
n
at
tit
ud
e
sc
o
res,
K
r
u
skal
-
W
allis
H
tests
were
em
plo
y
e
d
.
Test sta
tist
i
cs
a
re
gi
v
e
n
in
Ta
ble
2.
I
n
T
a
b
le
2
,
i
t
i
s
see
n
t
ha
t
t
h
e
ge
ne
ral
dem
o
c
r
atic
p
erc
e
p
t
i
on
a
nd
a
t
ti
tude
s
c
o
res
of
t
h
e
p
re
-se
r
v
i
ce
music
tea
c
her
s
do
n
o
t
c
h
a
nge
acc
ord
i
n
g
t
o
c
l
ass
l
e
ve
l,
H
(3)
=
1.32,
p
=
.
7
25.
I
t
is
a
l
s
o
se
e
n
t
ha
t
t
h
e
sc
o
r
es
o
f
ea
ch
c
lass
leve
l
i
s
q
u
ite
c
l
o
se
i
n the
s
ub-
dim
e
ns
ions
a
nd
t
h
e
re
i
s
no
s
i
gni
fi
c
a
nt
d
i
f
f
e
re
n
ce
b
e
t
w
e
e
n
t
h
em.
Th
i
s
ca
n
b
e
i
nte
r
prete
d
a
s
n
o
s
ig
n
i
fica
n
t
c
h
a
nge
h
ap
pe
ns
i
n
st
ude
n
t
s
’
dem
o
cr
atic
p
e
r
ce
p
t
i
o
n
s
a
nd
at
t
i
t
u
de
s
dur
in
g
un
ive
r
si
t
y
e
d
u
c
a
tio
n.
Tab
l
e 2.
Kr
u
ska
l
-Wa
l
l
i
s Tes
t
T
ab
le S
howi
ng
the D
e
m
o
cra
t
i
c
P
erce
pt
i
o
n
and A
t
ti
tude
S
c
o
res
D
i
ffe
renc
es of
Pre-ser
v
i
c
e
M
u
sic
Tea
c
hers
i
n
term
s of
C
l
a
ss
L
evel
N M
SD
Me
an
R
a
n
k
.
H
p
To
t
a
l
1.
3
2
0.
725
1
st
y
ea
r
st
ud
e
n
t
26
4.
38
0.
78
62.46
2
n
d
y
e
a
r
s
tud
e
nt
20
4.
56
0.
35
68.78
3
r
d
y
ea
r
stud
e
n
t
32
4.
16
1.
05
57.45
4
th
y
e
a
r
s
tude
nt
44
4.
42
0.
45
60.57
Per
s
onal
1
.
80
0
.
614
1
st
y
ea
r
st
ud
e
n
t
26
4.
24
0.
82
60.40
2
n
d
y
e
a
r
s
tud
e
nt
20
4.
50
0.
42
70.88
3
r
d
y
ea
r
stud
e
n
t
32
4.
11
1.
03
57.92
4
th
y
e
a
r
s
tude
nt
44
4.
37
0.
45
60.49
E
duc
ational
2
.
24
0
.
524
1
st
y
ea
r
st
ud
e
n
t
26
4.
35
0.
81
65.23
2
n
d
y
e
a
r
s
tud
e
nt
20
4.
50
0.
43
68.60
3
r
d
y
ea
r
stud
e
n
t
32
4.
10
1.
04
54.89
4
th
y
e
a
r
s
tude
nt
44
4.
38
0.
51
60.88
Occ
u
p
a
t
i
on
al
1
.
98
0
.
577
1
st
y
ea
r
st
ud
e
n
t
26
4.
52
0.
81
65.13
2
n
d
y
e
a
r
s
tud
e
nt
20
4.
66
0.
37
69.33
3
r
d
y
ea
r
stud
e
n
t
32
4.
25
1.
12
57.67
4
th
y
e
a
r
s
tude
nt
44
4.
50
0.
49
58.58
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
D
e
m
o
crati
c
Perc
ept
i
on
a
nd A
t
t
itu
des
of
t
h
e
Pre-
Serv
ic
e
Music
… (
H
at
i
c
e
O
n
u
r
ay
E
ğ
il
me
z)
10
3
In
o
rde
r
t
o
d
e
te
rmine
the
re
l
a
ti
on
s
am
on
g
var
i
a
b
l
e
s,
S
pear
ma
n’s
c
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
s
w
e
r
e
ca
l
c
u
l
a
t
e
d
.
Test sta
tist
i
cs
a
re
gi
v
e
n
in
Ta
ble
3
.
Whe
n
T
a
b
le
3
i
s
exam
i
n
e
d
,
it
i
s
se
en
t
hat
ge
ne
ral
dem
o
cr
at
i
c
p
e
rc
ep
t
i
o
n
a
nd
a
t
t
itu
de
s
c
o
res
of
p
r
e
-
service
mus
i
c
t
e
a
c
her
s
a
re
c
orre
l
a
te
d
w
i
th
s
u
b
-d
im
ensi
on
sc
ores
a
s
e
xpe
ct
ed.
A
wea
k
n
e
g
at
i
v
e
cor
r
ela
t
i
on
i
s
detec
t
e
d
b
e
t
w
e
en
t
he
g
e
n
e
r
al
d
em
ocra
tic
p
e
r
ce
pti
on
a
nd
a
t
t
i
t
u
de
s
cor
e
(r
=
.19
9
,
p
=
.
0
3
1
)
.
T
he
i
nc
om
e
leve
l
is
a
ls
o
ne
gat
i
v
e
l
y
c
o
rrela
te
d
w
i
t
h
t
h
e
o
cc
up
a
tio
na
l
s
ub-
di
me
nsi
on
o
f
t
h
e
at
t
itu
de
(
r
=
.
210,
p
=
.
02
3
)
.
It
i
s
deter
m
i
n
ed
t
ha
t
there
is n
o si
g
n
i
f
ican
t
differe
nce
ac
cord
in
g t
o
the GP
A
var
i
a
ble
Tab
l
e
3.
C
or
rel
a
ti
o
n
s of
D
em
ocra
tic
P
erc
e
pti
o
ns
a
n
d
A
tt
i
t
u
d
e
s
o
f
Pre
-
serv
ic
e M
u
sic
Teac
hers
w
i
t
h
Inc
o
m
e
an
d
GP
A
Vari
ab
l
e
s
D
e
m
o
c
r
a
t
i
c
P
e
r
sona
l
E
duca
tion
a
l
O
c
c
u
p
a
ti
on
a
l
I
nc
o
m
e
G
P
A
D
e
m
o
cr
at
i
c
r
s
–
0.
911
0.
933
0
.
910
-
0
.
199
0.
110
p
–
<
0.
001
<
0.001
<
0.001
0
.
031
0
.
236
Pe
r
s
ona
l
r
s
–
0.
796
0
.
723
-
0.
169
0
.
064
p
–
<
0
.001
<
0.001
0
.
067
0
.
492
E
duca
t
ion
a
l
r
s
–
0.
831
-
0.
160
0
.
157
p
–
<
0.001
0
.
083
0
.
090
O
c
c
u
pa
t
i
o
na
l
r
s
–
–
-
0.
210
0.
066
p
–
–
0
.
023
0
.
480
In
c
o
m
e
r
s
–
–
-
0
.
09
4
p
–
–
0
.
321
GP
A
r
s
–
–
p
–
–
I
n
o
rder
t
o
de
term
i
n
e
the
effect
o
f
p
a
re
nt
s
’
e
d
u
cat
ion
l
e
ve
l
on
a
tt
i
t
u
d
e
s
co
res,
O
n
e
-w
ay
ANOV
As
wer
e
employed.
Tes
t
st
at
is
tics
are
g
i
v
e
n
in Tabl
e 4.
In
Tab
l
e
4,
i
t
is
s
ee
n
tha
t
m
ot
her
’
s
leve
l
o
f
e
duc
at
ion
do
es
n
ot
h
av
e
an
e
ff
e
c
t
o
n
t
h
e
d
e
mo
cra
t
i
c
perc
ep
ti
o
n
s
a
nd
a
tti
t
u
de
s
of
t
he
p
r
e
-ser
vi
c
e
m
usic
t
ea
c
h
er
s,
F
(2,119)
=
0
.21
7
,
p
>
.
05
an
d
the
fat
h
er
's
l
evel
o
f
e
d
u
cati
on
al
so
d
o
e
s
no
t
h
a
v
e
a
ny
e
ff
e
c
t
on
t
h
e
a
t
tit
ud
e,
F
(
2
,11
9
)
=
1.
389
,
p
=
.25
)
.
It
i
s
un
de
rst
o
od
t
ha
t
no
sub-
dime
n
s
i
o
n is a
ffe
c
t
e
d
by t
h
e
educa
t
i
on le
ve
l o
f
t
he
m
othe
r
or father.
Tab
l
e
4.
A
NOV
A
Test S
how
i
n
g
t
h
e
D
e
moc
r
atic
P
e
r
ce
pt
i
o
n a
nd A
t
tit
ud
e
S
c
ores
D
i
f
fer
e
nce
s
of
P
r
e
-
servi
c
e
Mu
sic Te
ac
he
rs in te
rm
s
of
P
ar
ents’ Le
ve
l o
f
E
duca
tio
n
Le
vel
of
E
d
u
cat
io
n
N M
SD
SS
df
M
S
F
p
Mo
t
h
er
D
emo
c
r
a
ti
c (
G
en
er
a
l
)
1
4
5
4
.3
7
0
.
8
3
0.
000
2
0.
000
0
.
217
1
.
0
2
4
3
4
.
3
7
0.
62
3
3
4
4
.
3
7
0.
70
R
e
sidu
a
l
62.
80
4
119
0
.
528
Demo
cr
ati
c
(P
e
r
sona
l)
1
4
5
4
.
2
3
0.
81
0.
121
2
0.
061
0
.
114
0
.
8
9
2
4
3
4
.
3
3
0.
63
3
3
4
4
.
2
5
0.
74
R
e
sidu
a
l
63.
62
3
119
0
.
535
Demo
cr
ati
c
(E
duca
tiona
l)
1
4
5
4
.
3
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84
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044
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022
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039
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6
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66
3
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73
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e
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66.
63
3
119
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560
Demo
cr
ati
c
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cc
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t
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l)
1
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5
4
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88
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r
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cr
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e
n
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61.
37
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516
Demo
cr
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e
r
s
o
n
a
l
)
1
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4
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1
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221
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610
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4
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3
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3
0
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67
R
e
sidu
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l
62.
52
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119
0
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525
Demo
cr
ati
c
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duca
tiona
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1
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1
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07
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235
2
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e
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65.
44
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119
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550
Demo
cr
ati
c
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cc
up
a
t
i
o
na
l)
1
3
5
4
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2
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e
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l
68.
35
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1
=
S
e
c
o
nd
ary
scho
ol
a
nd
l
o
w
e
r
,
2 = hi
gh sc
ho
o
l
,
3 = A
ssociate
d
e
gr
ee
an
d hi
g
h
er
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
2,
June2
0
18
:
10
0
–
1
08
10
4
In
o
rder
t
o
determ
ine
the
effect
o
f
parent
s’
e
mploym
ent
s
t
at
us
o
n
a
t
t
i
t
ud
e
score
s
,
Ma
nn
-Wh
i
t
n
e
y
U
tes
t
s
w
e
r
e
emplo
ye
d.
Te
s
t
st
a
tis
tics a
r
e
give
n
in Ta
b
l
e
5.
I
n
T
a
b
l
e
5
,
i
t
i
s
s
e
e
n
t
h
a
t
t
h
e
r
e
i
s
n
o
s
i
g
n
i
f
i
c
a
n
t
d
i
f
f
e
r
e
n
c
e
be
t
w
ee
n
de
m
ograp
hic
per
cept
i
on
s
a
n
d
att
itu
des
a
n
d
p
r
e
-
ser
v
i
c
e
m
u
sic
te
ache
r
s’
m
ot
hers’
em
ploy
m
e
nt
s
tat
u
s
(
U
=
1
6
1
0
.5,
p
=
.
71).
S
i
milar
l
y,
t
h
e
fa
ct
t
ha
t
fa
t
h
er
i
s
w
o
r
k
i
n
g
or
n
ot
d
oe
s
n
o
t
si
g
n
if
i
c
an
t
l
y
a
f
fec
t
the
dem
o
cr
a
tic
p
e
r
ce
p
tio
ns
a
nd
a
t
tit
u
d
es
o
f
pre
-
service
m
u
sic
t
e
ac
hers
(
U
=
13
9
5
.
0
,
p
=
.
56)
.
I
t
can
b
e
s
a
id
t
h
at
t
h
e
s
ub
-di
m
en
si
on
s
are
n
o
t
a
f
f
ect
ed
b
y
th
e
pare
n
t
s’
em
p
lo
yme
n
t
s
t
a
t
us.
Ta
b
l
e
5.
Mann
-
Wh
i
t
ne
y
U
Test
T
ab
le
S
how
i
ng t
h
e
P
r
e-service
Musi
c
Tea
c
h
er
s’
Democ
ra
tic
P
er
cept
i
o
n
a
nd
A
ttit
u
d
e
Scor
es D
iffere
nce
s
i
n
term
s of Paren
t
s
’
Emplo
y
m
e
nt S
t
a
tu
s
N
M
SD
Me
an
Ran
k
.
U
p
Mother
De
m
o
c
r
a
t
i
c
(
Ge
n
e
r
a
l)
W
or
king
4
2
4.
40
0
.
6
8
63.
15
1610.
5
0.
71
N
o
t
Working
80
4
.
3
5
0.
74
60.
63
De
m
o
c
r
a
t
i
c
(
Pe
rsona
l)
W
or
king
4
2
4.
35
0
.
7
1
65.
62
1507.
0
0.
35
N
o
t
Working
80
4
.
2
6
0.
73
59.
34
De
m
o
c
r
a
t
i
c
(
E
d
u
c
a
tion
a
l)
W
or
king
4
2
4.
36
0
.
7
1
63.
87
1580.
5
0.
59
N
o
t
Working
80
4
.
3
0
0.
76
60.
26
De
m
o
c
r
a
t
i
c
(
Occ
u
pa
ti
o
n
a
l
)
W
o
r
k
ing
42
4
.
4
7
0.
73
59.
92
1613.
5
0.
7
2
N
o
t
Working
80
4
.
4
6
0.
78
62.
33
Fa
t
h
e
r
De
m
o
c
r
a
t
i
c
(
Ge
n
e
r
a
l)
W
or
king
8
8
4.
39
0
.
6
1
60.
35
1395.
0
0.
56
N
o
t
Working
34
4
.
3
0
0.
95
64.
47
De
m
o
c
r
a
t
i
c
(
Pe
rsona
l)
W
or
king
8
8
4.
31
0
.
6
3
60.
22
1383.
5
0.
52
N
o
t
Working
34
4
.
2
6
0.
94
64.
81
De
m
o
c
r
a
t
i
c
(
E
d
u
c
a
tion
a
l)
W
or
king
8
8
4.
35
0
.
6
4
61.
24
1473.
0
0.
89
N
o
t
Working
34
4
.
2
4
0.
96
62.
18
De
m
o
c
r
a
t
i
c
(
Occ
u
pa
ti
o
n
a
l
)
W
o
r
k
ing
88
4
.
5
0
0.
65
60.
86
1439.
5
0.
7
4
N
o
t
Working
34
4
.
3
8
1.
00
63.
16
In
o
rder
t
o
determ
ine
the
effect
o
f
parents’
p
rof
e
ssions
on
a
tt
itude
s
cor
e
s,
K
ruskal-W
alli
s
H
tests
wer
e
employed.
Tes
t
st
at
is
tics
are
g
i
v
e
n
in Tabl
e 6.
A
s
s
e
e
n
i
n
T
a
b
l
e
6
,
i
t
i
s
d
e
t
e
r
m
i
n
e
d
t
h
a
t
t
h
e
r
e
i
s
n
o
s
i
g
n
i
f
i
c
a
nt
e
ff
ect
o
f
the
m
o
t
h
er’s
p
rofess
i
o
n
on
the
de
mo
c
r
atic
p
e
r
ce
p
tio
ns
a
nd
at
t
itu
des
of
p
re
-servic
e
m
u
s
i
c
t
ea
cher
s,
H
(
3
)
=
3.
9
3
,
p
=
.
27.
S
imi
l
ar
l
y
,
the
fa
the
r's
p
r
o
fess
i
o
n
has
n
o
s
ig
n
i
f
i
c
a
n
t
e
f
fe
ct
on
the
dem
o
cra
tic
p
e
r
ce
pti
o
n
a
n
d
a
t
t
i
t
u
de,
H
(
7)
=
8
.9
5,
p
=
.
26.
I
t
is
a
l
s
o
de
ter
m
ined
t
hat
the
r
e
is
n
o
s
i
gn
ifi
c
a
n
t
d
i
f
f
er
ence
i
n
t
h
e
s
ub
-d
i
m
e
n
si
on
s,
a
nd
t
h
a
t
sugg
e
s
ts
t
h
a
t
the
pare
n
t
s’
o
c
c
u
p
a
ti
o
n
s
ha
ve
n
o si
gn
ifica
n
t
i
n
fl
uence
on dem
o
cra
t
i
c
per
c
e
p
t
i
on
a
nd
a
tti
t
u
de
.
H
o
w
e
ve
r,
w
hen
t
h
e
sam
p
l
e
i
s
take
n
i
n
t
o
c
o
n
s
i
de
ra
t
i
on
o
n
l
y
,
i
t
i
s
see
n
t
ha
t
t
h
e
a
t
ti
tu
des
of
t
he
h
e
a
l
th
w
orke
rs’
c
h
il
dre
n
a
re
slig
h
t
l
y
h
ig
h
e
r.
Tab
l
e 6.
Kr
u
ska
l
-Wa
l
l
i
s Tes
t
T
ab
le S
howi
ng
the D
e
m
o
cra
t
i
c
P
erce
pt
i
o
n
and A
t
ti
tude
S
c
o
res
D
i
ffe
renc
es of
Pre-ser
v
i
c
e
M
u
sic
Teac
hers
i
n
term
s of
P
a
r
en
ts’
Profess
i
o
n
N M
SD
M
e
an
R
a
n
k
.
H
p
Mothe
r
T
otal
3.
93
0
,
2
7
E
duc
a
tion
14
4
.
3
0
0.
41
16.
79
W
o
r
k
e
r
1
4
4.
39
1
.
0
3
25.
07
S
e
lf-em
p
l
o
ym
ent
7
4.
40
0
.
5
4
20.
21
H
e
alth
c
a
r
e
7
4
.
6
2
0.
31
25.
07
P
e
r
s
o
n
a
l
2.
71
0
.
4
4
E
duc
a
tion
14
4
.
2
7
0.
53
17.
32
W
o
r
k
e
r
1
4
4.
32
1
.
0
3
23.
61
S
e
lf-em
p
l
o
ym
ent
7
4.
49
3
.
8
1
21.
93
H
e
alth
c
a
r
e
7
4
.
5
4
0.
77
25.
21
E
duc
ational
6.
31
0
.
1
E
duc
a
tion
14
4
.
3
0
0.
42
16.
21
W
o
r
k
e
r
1
4
4.
35
1
.
0
4
24.
50
S
e
lf-em
p
l
o
ym
ent
7
4.
26
0
.
6
4
18.
79
H
e
alth
c
a
r
e
7
4
.
7
0
0.
34
28.
79
O
cc
up
at
ion
a
l
3.
60
0
.
3
1
E
duc
a
tion
14
4
.
3
5
0.
48
16.
79
W
o
r
k
e
r
1
4
4.
47
1
.
0
5
24.
61
S
e
lf-em
p
l
o
ym
ent
7
4.
45
0
.
7
5
21.
21
H
e
alth
c
a
r
e
7
4
.
6
8
0.
34
25.
00
F
a
t
h
er
T
otal
8.
95
0
.
2
6
E
duc
a
tion
11
4
.
3
2
0.
43
36,
82
W
o
r
k
e
r
2
0
4.
62
0
.
4
3
56,
45
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
D
e
m
o
crati
c
Perc
ept
i
on
a
nd A
t
t
itu
des
of
t
h
e
Pre-
Serv
ic
e
Music
… (
H
at
i
c
e
O
n
u
r
ay
E
ğ
il
me
z)
10
5
S
e
lf-em
p
l
o
ym
ent
27
4
.
3
1
0.
76
41,
63
S
e
c
u
r
i
ty
7
4
.
1
7
1.
17
46,
79
Ma
n
a
ge
r
9
4.
38
0
.
3
9
37,
17
H
e
alth
c
a
r
e
3
4.
75
0
.
1
8
61,
17
E
ngine
e
r
5
4
.
2
7
0.
37
32,
70
C
i
vil
Se
rv
a
n
t
6
4.
45
0
.
3
5
41,
50
P
e
r
s
o
n
a
l
6.
31
0
.
5
0
E
duc
a
tion
11
4
.
2
2
0.
63
39,
55
W
o
r
k
e
r
2
0
4.
54
0
.
4
7
54,
65
S
e
lf-em
p
l
o
ym
ent
27
4
.
2
4
0.
73
41,
43
S
e
c
u
r
i
ty
7
4
.
1
8
1.
22
51,
14
Ma
n
a
ge
r
9
4.
23
0
.
3
5
34,
83
H
e
alth
c
a
r
e
3
4.
33
0
.
5
3
42,
50
E
ngine
e
r
5
4
.
2
5
0.
37
36,
90
C
i
vil
Se
rv
a
n
t
6
4.
44
0
.
3
4
47,
67
E
duc
ational
10.
44
0
.
1
7
E
duc
a
tion
11
4
.
3
3
0.
50
39,
32
W
o
r
k
e
r
2
0
4.
60
0
.
4
8
56,
45
S
e
lf-em
p
l
o
ym
ent
27
4
.
2
4
0.
75
39,
30
S
e
c
u
r
i
ty
7
4
.
1
4
1.
14
44,
57
Ma
n
a
ge
r
9
4.
32
0
.
5
2
39,
67
H
e
alth
c
a
r
e
3
4.
84
0
.
1
4
71,
00
E
ngine
e
r
5
4
.
3
1
0.
40
36,
50
C
i
vil
Se
rv
a
n
t
6
4.
30
0
.
5
1
38,
17
O
c
c
u
p
a
t
i
o
n
a
l
12.
19
0
.
0
9
E
duc
a
tion
11
4
.
3
8
0.
43
32,
68
W
o
r
k
e
r
2
0
4.
71
0
.
4
1
53,
48
S
e
lf-em
p
l
o
ym
ent
27
4
.
4
3
0.
82
43,
78
S
e
c
u
r
i
ty
7
4
.
1
7
1.
19
43,
57
Ma
n
a
ge
r
9
4.
54
0
.
4
4
42,
00
H
e
alth
c
a
r
e
3
5.
00
0
.
0
0
76,
50
E
ngine
e
r
5
4
.
2
4
0.
51
27,
60
C
i
vil
Se
rv
a
n
t
6
4.
58
0
.
3
2
42,
42
4.
DISC
USSION
It
i
s
d
e
t
e
rmin
ed
t
h
a
t
a
l
t
h
ough
i
t
i
s
n
o
t
s
t
a
t
i
s
t
i
c
all
y
s
i
gni
fic
a
n
t
,
f
em
ale
pr
e-se
rvice
m
u
s
i
c
teac
hers
have
a
h
i
gher
sc
ore
i
n
g
e
n
e
r
al
a
n
d
s
ub-d
i
m
e
nsi
ons
o
f
d
e
m
o
cr
atic
p
er
cept
i
on
a
n
d
a
t
t
i
t
u
d
e
t
h
an
m
al
e
pr
e
-
service
mu
sic
tea
c
her
s
.
In
t
h
e
T
urk
i
s
h
s
oc
ie
t
y
,
t
h
e
ma
l
e
domi
n
a
nt
s
oci
e
ty,
s
t
a
tist
i
cs
s
how
t
ha
t
t
h
e
r
a
te
o
f
fe
ma
l
e
l
ite
rac
y
,
uni
versi
t
y
gr
adua
tio
n,
b
e
i
n
g
i
n
w
o
rk
in
g
a
nd
s
o
c
i
al
l
ife,
a
nd
e
v
e
n
t
he
n
umbe
r
of
d
e
p
u
t
ie
s
i
n
the
parli
a
m
e
nt
i
s
far
b
e
h
i
nd
m
e
n
[19].
The
hi
g
h
l
e
v
el
o
f
d
e
moc
r
atic
p
e
r
c
e
pt
i
o
n
s
a
nd
a
t
t
i
t
u
des
o
f
f
em
al
e
pre
-
service
mus
i
c
teac
hers
c
om
p
a
re
d
to
m
ale
p
r
e-
se
rvice
m
u
si
c
t
e
ac
h
e
r
s
can
b
e
a
ttr
ib
u
t
ed
t
o
the
fa
ct
t
h
a
t
t
h
i
s
situa
t
io
n
ha
s
o
c
c
u
rre
d
a
s
a
r
eac
t
i
o
n
t
o
ge
nd
er
d
iscrim
i
n
at
ion.
S
i
milar
re
su
l
t
s
a
r
e
ob
ta
in
ed
i
n
t
h
e
rese
arc
h
es
o
n
the
de
moc
r
at
ic
a
tt
itu
des
of
t
h
e
p
re
-service
t
ea
cher
s
i
n
v
a
r
i
ous
b
ranc
hes
a
nd
i
t
i
s
fo
u
nd
t
h
a
t
t
he
d
e
m
oc
rati
c
att
itu
des
o
f
t
he
f
e
m
a
l
e
s
t
u
d
e
n
ts
a
r
e
s
ig
ni
fica
n
tly
m
ore
p
o
sit
i
v
e
t
h
a
n
m
ale
s
t
ude
nts
[1
0,
12,1
6
,20-
22
]
.
H
o
w
e
ve
r,
S
a
r
aca
l
o
g
l
u
et
a
l.
[
13],
Elka
t
m
is
a
nd
To
p
b
a
s
[
2
1
]
r
e
po
rt
t
h
a
t
ther
e
is
n
o
s
t
a
tist
i
ca
ll
y
si
gn
ifica
n
t
di
ffe
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nce
in t
h
e
d
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ocra
ti
c
a
tti
t
u
d
e
s of
p
re-
s
ervice
cla
ssr
o
o
m
te
ache
r
s in t
er
ms
o
f ge
n
d
er.
In
t
h
e
r
ese
a
r
c
h
,
i
t
i
s
d
et
ermi
ned
t
h
at
t
h
e
g
e
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era
l
d
emo
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t
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itu
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o
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i
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t
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o
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cha
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o
t
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e
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lass
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el
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s
se
e
n
t
h
a
t
t
h
e
sco
r
es
o
f
t
h
e
cl
as
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l
e
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ls
a
r
e
v
e
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y
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l
o
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e
t
o
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a
c
h
o
t
h
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r
a
n
d
t
h
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e
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o
s
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g
n
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f
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c
a
n
t
d
i
f
f
e
r
e
n
ce
i
n
t
he
s
u
b
-
dime
nsio
ns.
T
h
i
s
s
i
t
ua
ti
on
ca
n b
e
in
t
e
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te
d
as
no
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i
g
n
i
fica
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t
c
ha
n
g
e
ha
p
p
e
n
s
i
n
d
em
ocr
a
t
i
c
pe
rc
e
p
tio
ns
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nd
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t
t
itu
des
of
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he
s
t
u
den
t
s
dur
in
g
un
ive
r
si
t
y
e
d
u
c
atio
n.
T
he
f
ac
t
t
h
a
t
p
re
-ser
vic
e
m
usic
t
eac
h
e
rs
have
n
o
act
iv
i
t
ie
s
for
dem
o
cr
at
i
c
a
t
t
i
t
u
d
e
i
n
t
he
con
t
e
x
t
o
f
t
he
l
e
s
s
ons
t
he
y
h
a
ve
t
a
k
e
n
d
ur
ing
the
i
r
m
u
sic
tea
c
h
e
r
e
du
cat
i
o
n
i
n
uni
versi
t
y
m
ay
e
x
p
l
a
in
t
hi
s.
The resu
l
t
s Te
ki
n e
t
al.
[1
6
],
a
nd G
e
nç a
n
d
K
a
l
a
f
a
t
[21]
obta
i
n
e
d
ar
e
para
l
le
l
t
o
o
ur r
esea
rch resul
t
s, b
u
t
in
his
rese
arc
h
,
Bulu
t
[23]
p
o
i
n
t
s ou
t
t
h
a
t
t
he f
our
th
y
ea
r pre
-
se
r
v
ic
e
t
e
ache
r
s ha
v
e
the
hi
g
hes
t
d
em
ocra
ti
c
a
tti
tude
.
It
h
a
s
b
een
d
et
ermi
n
e
d
t
h
a
t
g
e
n
e
r
al
d
e
m
o
c
rat
i
c
p
e
rce
p
t
i
on
a
n
d
a
tt
itu
de
s
core
s
of
t
he
p
r
e
-ser
vi
c
e
music
tea
c
h
er
s
a
r
e
corr
ela
t
ed
w
it
h
s
u
b-d
i
me
ns
i
o
n
sc
ore
s
.
It
i
s
see
n
t
ha
t
t
h
er
e
is
n
o
si
gn
i
f
ica
n
t
d
i
ffe
r
enc
e
w
ith
the G
P
A
varia
b
le,
b
u
t
t
he
i
nc
om
e le
ve
l is c
o
rrela
t
e
d w
i
t
h
t
h
e
g
e
n
e
r
al
d
emoc
ra
t
i
c
p
erc
e
pt
i
o
n
and
at
ti
tud
e
s
co
re
at
a
w
e
a
k
le
ve
l
bu
t
ne
ga
tive
l
y
.
I
t
ha
s
be
en
d
eter
mine
d
t
h
a
t
t
h
e
l
e
v
el
o
f
in
c
o
me
n
ega
t
ive
l
y
corre
la
tes
w
i
t
h
t
he
occ
upa
tio
na
l
sub-
dime
nsi
on
of
t
he
a
t
t
i
t
u
d
e.
S
i
m
il
a
r
r
esult
s
w
e
r
e
obtai
ne
d
in
G
om
leks
iz
a
nd
Ce
t
i
n
tas
’
[
10
]
rese
arc
h
.
I
t
i
s
de
t
e
rm
ine
d
t
ha
t
there
i
s
a
s
ig
n
i
fic
a
n
t
d
iffer
e
n
ce
b
etwe
e
n
t
h
e
d
e
m
oc
rat
i
c
a
t
t
i
t
ude
s
core
s
of
t
h
e
p
r
e
-
se
rv
i
c
e
t
e
ach
e
r
s
i
n
t
erms
o
f
th
e
f
a
mil
i
e
s’
l
ev
el
o
f
in
c
o
me
va
riab
le
a
n
d
t
h
e
d
e
m
oc
rat
i
c
a
tti
t
ude
s
c
o
re
s
o
f
t
h
e
p
r
e
-
serv
i
c
e
t
e
ach
e
r
s
wi
th
m
idd
l
e
a
n
d
lo
we
r
in
co
me
f
amil
i
e
s
w
e
re
s
ig
n
i
fi
cant
l
y
hi
g
h
er
t
ha
n
the
dem
o
graph
i
c
at
t
itu
de
s
c
o
res
of
t
he
p
re-
s
e
r
vice
t
ea
che
r
s
wit
h
hi
gh
i
nc
o
m
e
.
H
o
w
ev
e
r
,
a
n
o
t
h
e
r
study
on
pare
n
t
al
a
t
tit
u
d
es
[
2
4
]
in
dic
a
t
e
s
t
ha
t
t
h
er
e
is
n
o
sig
n
i
fi
ca
nt
d
i
ffere
n
c
e
b
e
t
we
en
t
he
p
ar
en
ts
'
de
moc
r
at
i
c
att
itu
des
a
c
c
o
rdin
g
t
o
m
on
th
l
y
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nc
om
e.
I
t
ha
s
bee
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f
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p
u
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th
a
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t
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r
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s
e
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r
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t
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t
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t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8822
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V
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.
7,
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2,
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0
18
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10
0
–
1
08
10
6
d
e
t
e
rmin
e
a
s
i
g
n
if
i
c
a
n
t
di
ff
ere
n
ce
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i
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p
re-se
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v
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ach
ers
'
f
a
m
i
l
i
e
s
a
n
d
th
ei
r
dem
o
cra
t
i
c
a
t
t
i
t
ude
s [22].
In t
he
s
t
u
d
y
, it has
be
e
n
de
t
er
m
i
ned t
h
at the
e
duca
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na
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s
t
a
t
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he mot
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and fa
the
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h
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d
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o effec
t
on
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d
em
ocr
a
ti
c
p
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p
ti
on
s
a
n
d
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tti
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u
de
s
o
f
t
he
p
re-
s
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r
vice
m
u
sic
tea
c
her
s
,
and
a
n
y
su
b-d
i
me
ns
i
o
n
w
a
s
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t
e
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b
y
t
h
e
e
duca
t
io
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lev
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l
o
f
t
he
m
o
t
h
e
r
or
f
athe
r.
D
em
ocr
a
t
ic
e
du
ca
tio
n
be
g
i
n
s
i
n
t
h
e
fam
i
ly.
D
e
spi
t
e
th
i
s
,
t
h
e
re
sul
t
obta
i
ne
d
i
n
t
h
e
r
esea
rch
is
c
ons
i
d
er
ed
t
o
b
e
s
urpris
i
n
g.
H
o
w
ever
,
sim
i
l
a
r
resul
t
s
ha
ve
b
e
e
n
ob
ta
ine
d
i
n
the
re
sear
ches
o
f
G
e
nc
a
n
d
K
ala
f
at
[
21],
A
yde
mir
a
n
d
A
k
soy
[
2
0
]
,
Go
ml
e
k
si
z
an
d
Ceti
nt
as
[
10
],
El
katmis
a
n
d
T
o
pbas
[2
2]
o
n
the
dem
o
cra
t
ic
a
t
t
i
t
udes
of
p
r
e
-ser
vi
c
e
t
e
a
c
her
s
.
In
t
he
s
t
u
d
y
c
o
n
duc
t
e
d
b
y
Go
ml
ek
si
z
and
C
e
t
i
n
t
as
[
10],
i
t
i
s
re
c
o
rd
ed
a
s
a
st
ri
ki
ng
f
i
nd
i
ng
t
h
a
t
th
o
s
e
who
s
e
mo
t
h
ers
a
r
e
un
iv
ersi
t
y
grad
ua
t
e
h
a
v
e
the
low
e
st
a
t
t
i
t
ude
s
c
o
re
a
n
d
t
hose
w
h
o
s
e
m
o
t
h
ers
a
re
i
llit
e
r
a
t
e
h
a
v
e
t
h
e
h
i
g
h
e
st
a
t
t
i
t
u
d
e
s
c
o
re.
H
o
w
e
ve
r,
i
n
a
n
o
t
her
st
ud
y
[24]
c
on
d
u
cte
d
on
t
h
e
a
t
t
i
t
u
d
e
s
of
t
h
e
pa
rent
s,
it
is
f
ou
n
d
o
u
t
t
ha
t
de
moc
r
atic
att
itu
de
s
c
o
r
e
s
of
u
nde
rgra
d
u
a
t
e
pare
nts
ar
e
si
gn
ifica
n
tl
y
hi
g
h
er
t
han
t
h
e
dem
o
cr
a
t
i
c
a
tti
t
ude
s
c
o
re
s
of
t
he
seco
nda
ry
s
c
h
oo
l
gra
d
ua
tes.
C
on
trar
y
to
t
h
i
s
re
su
l
t
,
S
a
rac
ogl
u
e
t
a
l.
[
1
2
]
a
nd
Te
k
i
n
e
t
a
l
.
[
16]
s
t
a
t
e
t
hat
t
h
e
dem
o
cra
t
i
c
att
i
t
u
d
e
scor
e inc
r
ea
se
s sig
n
ific
a
n
t
l
y
as m
other
and
f
a
t
her
’
s leve
l
o
f
e
d
u
cat
i
o
n incr
ease
s
.
I
t
ha
s
b
e
e
n
d
e
t
er
mined
t
h
at
t
h
e
f
a
c
t
w
he
ther
t
he
m
ot
her
or
f
a
t
her
is
w
orki
n
g
o
r
n
o
t
d
o
es
n
ot
c
re
ate
a
me
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g
f
u
l
d
i
f
fere
nce
i
n
t
erm
s
o
f
the
de
moc
r
atic
p
er
cep
t
i
o
n
s
a
n
d
a
tti
t
ude
s
of
t
he
p
r
e
-se
r
vice
m
u
s
i
c
t
e
a
c
he
rs.
It
c
a
n
b
e
sa
i
d
t
ha
t
t
h
e
s
ub-
di
me
nsi
ons
a
re
a
ls
o
no
t
a
f
fec
t
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d
b
y
t
h
e
p
are
n
ts’
e
m
p
l
o
y
m
e
n
t
st
atu
s
.
Alt
h
ough
pare
n
t
s
w
h
o
d
o
n
o
t
w
or
k
ar
e
t
h
o
u
g
h
t
t
o
ha
ve
m
ore
cha
n
c
e
s
t
o
s
pe
n
d
t
i
m
e
w
i
t
h
t
he
ir
c
hi
l
d
r
e
n,
s
tu
de
nt
s
w
h
o
are
st
ud
y
i
n
g
a
t
u
n
i
v
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r
si
ty
a
re
a
w
a
y
fr
om
hom
e
a
n
d
t
h
is
cause
s
t
h
e
p
a
r
ents
t
o
be
l
e
s
s
i
n
flue
ntia
l
o
n
t
heir
dem
o
cra
t
i
c
p
er
c
e
pt
ion
s
,
so
t
h
i
s
m
a
y
c
a
use
t
h
e
em
pl
o
y
m
e
n
t
s
ta
t
u
s
o
f
the
p
a
re
n
t
s
n
o
t
to
h
ave
a
n
e
ffec
t
o
n
dem
o
cra
t
i
c
p
er
cept
i
on
s
an
d
att
itu
des.
I
n
a
stu
d
y
c
o
n
d
u
c
t
e
d
o
n
a
t
t
i
t
ude
s
of
t
he
p
are
n
ts
[
2
4
],
i
t
is
s
tate
d
t
h
a
t
d
e
mo
c
r
ati
c
a
t
tit
ud
es do
no
t
sho
w
si
gni
fi
c
a
nt
d
if
f
e
ren
c
e ac
c
o
rd
i
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to
t
he
e
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o
yme
n
t s
t
at
u
s
o
f
t
h
e
par
e
nts
.
It
h
as
b
ee
n
d
e
term
ine
d
t
h
a
t
t
h
e
pare
nts
'
p
rofe
ss
io
ns
h
av
e
no
s
i
g
n
if
i
c
ant
e
ffe
ct
on
th
e
d
e
mo
cra
t
i
c
perc
ep
ti
o
n
s
an
d
at
t
i
t
u
des
o
f
t
he
p
re
-servic
e
m
u
sic
t
e
ac
he
rs.
It
h
a
s
b
e
e
n
a
lso
fo
un
d
ou
t
t
h
a
t
t
here
i
s
n
o
sign
ifica
n
t
d
i
ff
ere
n
ce
i
n
t
he
s
ub-
dime
nsi
o
n
s
a
n
d
t
ha
t
sug
g
e
sts
t
h
at
t
he
p
a
r
e
n
t
a
l
oc
cu
pa
ti
on
h
as
n
o
si
g
n
i
fica
nt
i
n
fl
u
e
n
c
e
o
n
de
mo
c
r
a
t
i
c
p
erc
e
p
t
io
n
a
n
d
a
ttit
ud
e.
H
o
w
e
v
e
r
,
wh
en
the
da
t
a
i
n
t
h
e
sam
p
le
a
re
e
xam
i
ne
d,
i
t
i
s
seen
t
ha
t
the
hea
l
t
h
w
orker
s
'
c
h
ildre
n’s
de
moc
r
atic
a
tt
it
ude
s
a
re
s
li
gh
tl
y
h
i
ghe
r.
H
ow
ever
,
in
t
he
r
e
s
ea
rch
c
o
ndu
c
t
ed
b
y
A
y
d
e
mi
r
and
Ak
so
y
[2
0
]
,
i
t
i
s
s
t
a
t
e
d
tha
t
t
he
re
i
s
a
s
i
g
n
i
f
i
ca
nt
d
i
f
fe
renc
e
be
tw
e
e
n
the
dem
o
cra
t
i
c
a
t
t
itu
de
s
o
f
t
he
s
tude
nts
a
n
d
t
h
e
pr
ofess
i
ons
o
f
t
h
e
ir
m
others.
It
i
s
stat
ed
t
hat
the
difference
con
s
i
d
ere
d
a
s
sign
ifica
n
t
pro
f
e
ssions
is
b
e
t
w
een
s
elf
-
employed
gro
u
p
a
n
d
h
ousew
ive
s
,
teac
hers
a
n
d
r
etired
gro
up.
I
n
the
s
a
m
e
s
t
u
d
y
,
it
h
a
s
be
en
f
o
u
n
d
out
t
ha
t
t
h
e
r
e
i
s
n
o
s
i
g
n
i
fica
n
t
d
iffe
renc
e
be
t
w
ee
n
the
de
mo
c
r
atic
att
itu
des
of p
r
e
-se
r
vice teac
he
rs and t
h
e pro
f
e
s
si
ons of the
i
r
fat
h
er
s.
I
n his re
sear
ch, Bul
ut
[23] c
o
n
c
l
u
d
e
d
t
hat
the
de
moc
r
at
ic
a
t
t
it
u
d
e
s
o
f
p
r
e-se
rvice
t
e
ac
he
rs
a
r
e
not
r
elate
d
t
o
t
he
ir
m
other
s
’
prof
essions
b
u
t
t
o
the
i
r
fa
the
r
s’
p
r
o
fe
s
s
i
o
ns.
A
c
cord
i
ng
t
o
t
he
d
e
m
oc
rat
i
c
at
t
i
t
u
de
s
c
a
l
e
a
v
er
age
score
s
,
Bu
lut
[23]
s
tate
s
tha
t
w
hen
t
h
e
mat
e
rn
al
p
ro
f
e
ssion
i
s
ex
a
m
i
n
ed
,
p
r
e
-
s
e
r
v
i
c
e
t
e
ach
ers
wh
o
i
nd
i
c
a
t
e
t
h
eir
m
o
t
h
e
r
s’
p
rofe
ssi
o
n
as
a
t
e
a
c
h
er
have
t
he
h
i
ghe
st
d
em
oc
ratic
a
t
t
i
t
u
d
e
a
nd
w
h
en
t
he
p
ater
na
l
pr
of
es
si
o
n
i
s
exa
m
ine
d
,
pr
e-se
rvice
tea
c
her
s
w
h
o
in
dic
a
t
e
t
he
i
r
fa
t
h
e
rs’
profe
ssi
on a
s
a
w
orker
had
t
h
e h
i
g
h
es
t
de
moc
r
atic
a
t
tit
u
d
e
5.
CONCL
U
S
ION A
N
D
S
U
G
G
ESTIONS
In
t
he
d
ire
c
t
i
o
n
o
f
t
h
e
re
su
lts
o
b
t
a
i
ne
d,
n
o
chan
ge
h
as
b
ee
n
o
b
serve
d
i
n
t
h
e
d
e
moc
r
a
tic
a
tti
tu
des
o
f
the
pre-
service
music
tea
c
h
er
s
for
4
year
s
d
u
ri
ng
the
un
iv
e
r
sit
y
l
i
fe.
Wit
h
in
t
he
s
c
ope
o
f
l
i
fe
-l
on
g
e
d
ucat
i
o
n
,
in
form
ative
m
e
e
t
i
n
gs
f
or
d
e
m
oc
rac
y
e
du
c
a
tio
n
to
b
e
g
i
ve
n
i
n
m
us
i
c
e
duc
a
t
ion
dep
a
r
t
me
n
t
s
for
4
yea
r
s,
course
s
or
b
e
h
a
v
ior
s
r
equ
i
re
d
for
de
moc
r
at
i
c
l
i
f
e
,
e
l
e
ct
io
ns,
a
nd
suc
h
act
iv
i
t
ie
s
ma
y
raise
awar
eness
a
m
ong
p
r
e
-
se
rv
i
c
e
t
each
ers
in
t
hi
s
fi
e
l
d
.
T
h
i
s
ma
y
ref
l
e
c
t
po
sit
i
ve
l
y
o
n
c
o
n
d
u
c
t
i
n
g
fu
ture
m
u
s
ic
t
eac
hers’
music
less
ons,
w
h
ic
h
requ
ire
a
dem
o
cr
atic e
n
v
i
r
onm
ent
i
n
he
ren
t
l
y
.
The
de
moc
r
at
i
c
a
t
t
i
t
ud
e
sc
or
es
o
f
ma
l
e
p
r
e
-service
m
usi
c
t
eac
he
rs
w
ere
fou
n
d
t
o
be
l
ow
e
r
t
han
fe
ma
l
e
s
tude
n
t
s’,
althou
gh
it
i
s
n
ot
s
ign
i
fica
nt
.
A
t
t
his
po
i
n
t
,
orga
n
i
zi
n
g
a
c
t
i
v
i
t
ie
s
to
i
n
c
re
ase
the
de
moc
r
at
i
c
att
itu
des
o
f
t
he
m
a
l
e
pre-
servi
c
e
music
tea
c
h
er
s
m
a
y
pr
o
v
id
e
po
s
i
t
i
ve
c
on
t
r
ib
uti
ons
t
o
t
h
e
c
o
mm
un
ity
l
ife
i
n
the m
a
le
d
om
ina
n
t
Turk
ish
socie
t
y.
F
u
r
t
he
r
rese
arc
h
m
a
y
b
e
do
ne
t
o
c
o
m
p
ar
e
th
e
dem
o
cra
t
i
c
a
tti
tu
de
s
o
f
t
he
p
re-
s
ervice
m
u
s
ic
t
eac
hers
w
ith
t
he
d
em
o
c
ra
ti
c
a
t
tit
ude
s
of
t
h
e
p
re
-servic
e
tea
c
h
ers
w
h
o
a
re
t
rained
i
n
other
t
e
ac
hin
g
a
rea
s
,
so
t
ha
t
t
h
e
leve
l
o
f
d
em
ocra
t
i
c
a
tti
tu
d
e
s
o
f
t
he
p
re
-
s
e
r
vice
m
us
i
c
t
eac
hers
t
o
ot
h
e
r
p
r
e
-
serv
i
c
e
t
e
ach
e
r
s
ca
n
b
e
deter
m
i
n
ed.
Wi
th
d
iffe
ren
t
v
aria
ble
s
,
t
h
e
d
e
moc
r
atic
a
tti
tude
s
of
t
he
p
re
-ser
vi
c
e
m
u
s
ic
t
ea
c
h
e
r
s
c
a
n
be
exa
m
ine
d
f
r
o
m
diffe
re
nt
a
n
g
le
s.
I
f
a
stud
y
tha
t
c
om
par
e
t
h
e
d
em
ocra
tic
a
tt
i
t
ude
s
of
t
he
p
re
-servic
e
m
usic
teac
hers
a
n
d
t
h
e
d
em
ocra
tic
a
tti
tu
des
of
t
he
m
usic
t
e
a
c
h
e
r
s
w
o
r
ki
n
g
now
,
the
im
plem
e
n
t
a
tio
n
pha
se
w
i
l
l
a
l
s
o
b
e
p
rop
oun
d
e
d.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
D
e
m
o
crati
c
Perc
ept
i
on
a
nd A
t
t
itu
des
of
t
h
e
Pre-
Serv
ic
e
Music
… (
H
at
i
c
e
O
n
u
r
ay
E
ğ
il
me
z)
10
7
REFE
RENCES
[1]
Gö
mleks
i
z M
.
D
em
o
k
rati
k b
i
r
sınıf
ort
a
mı
açı
sı
n
d
a
n
H
acet
tep
e
Ü
n
iversites
i
E
ğ
iti
m
F
a
kültesi
ö
ğre
t
i
m
e
l
e
ma
nları
n
ın
ve
öğren
cil
e
ri
n
i
n
davran
ış
ların
ı
n
d
e
ğerlen
di
rilm
es
i
[M
aster’s
t
h
e
si
s
]
.
Hacettepe
Ü
ni
versi
t
esi
S
o
sy
al
B
ili
m
ler
Ens
t
i
t
üsü
, 19
8
8
.
[2]
Demirtaş
H
.
De
mokratik
s
ı
n
ıf
y
öne
t
i
m
i
v
e
ün
iv
ersi
te
ö
ğren
cileri
ni
n
öğ
re
t
i
m
elem
anl
a
rının
sınıf
i
ç
i
tutu
m
ve
davranış
ları
na
i
liş
k
i
n
görüşl
e
r
i
.
In:
XIII
U
l
usal
E
ğit
i
m
B
ili
m
l
eri
Ku
rult
ay
ı
.
M
a
l
aty
a
:
İn
önü
Üniversi
tesi,
Eği
tim
F
a
kü
ltesi;
16
-19 Ju
ly,
2
00
4
.
[3]
Karah
a
n
T
F
,
S
a
rd
oğ
a
n
M
E
,
Ö
zk
am
alı
E
,
D
ic
l
e
A
N
.
Ö
gretmen
ad
ayl
a
r
ı
n
da
d
emokrat
i
k
tutum,
n
evr
o
tik
e
ğili
mler
v
e
kendi
n
i
gerçekleşt
i
r
me.
HÜ
E
ği
tim
F
akült
e
s
i
D
ergisi
[Internet].
2
0
0
6
;
(3
0):1
49
–5
8
.
A
vail
abl
e
f
ro
m
:
ht
tp:/
/dergip
a
rk.g
ov
.
t
r/
do
wn
l
o
ad/article-file/
8766
8
[4]
Gutek
G
L
.
Eği
t
i
m
i
n
f
el
se
fi
v
e
i
d
eolojik
t
e
m
elleri.
Trans N.
K
al
e. Ank
ara: Üto
pya Yayı
n
ev
i; 20
01
.
[5]
S
a
dı
k
F,
S
arı
M.
Ç
ocu
k
v
e
demo
kras
i:
İlk
öğretim
ö
ğ
r
e
n
cil
e
rin
i
n
dem
o
krasi
al
gıl
a
rın
ı
n
m
e
taf
o
rlar
a
racı
lığıy
la
incelenm
e
s
i
.
Ulus
l
a
rara
s
ı
C
um
hur
i
ye
t
Eği
t
i
m
D
ergi
s
i
[Internet
].
2
01
2;1(1
)
:48
–
6
2
.
A
va
ila
ble
fro
m
:
ht
tp:/
/dergip
a
rk.g
ov
.
t
r/
do
wn
l
o
ad/article-file/
4860
2
[6]
Mi
l
l
i
Eğit
im
B
akanlı
ğı
.
Müz
i
k
de
r
s
i
öğreti
m
programı
tanı
tım
s
u
nu
su
[Internet]
.
2
0
17.
A
v
a
ilab
l
e
f
r
om:
ht
tp:/
/teg
m.
m
e
b
.
gov
.
t
r/
m
e
b_iy
s
_
d
os
yal
a
r/20
17
_06/0
9
1
6
3
3
1
5_MY
z
ik
_
Ders
i_YYr
et
im
_Progr
am
Y_Genel_Sunum.p
df
[7]
Tuncel
G
,
Balcı
A.
D
emokratik
t
op
l
u
m
l
ard
a
ö
ğretm
e
n
n
ite
l
i
kleri
v
e
ö
ğ
r
enci
lere
y
ansı
m
a
ları.
Marm
ara
Co
ğr
af
ya
Derg
isi
[Internet
]
.
2
0
15;[3
1):
82–97
.
A
va
il
abl
e
f
ro
m
:
h
t
t
p:/
/
der
g
i
p
a
rk.
g
ov
.tr/
downl
o
a
d
/
arti
cle-fi
le/3
4
5
8
[8]
Ak
baş
l
ı
S,
Y
anpar
Yelk
enl
i
T
,
Sü
nb
ül
Ö
.
Öğ
retm
en
a
day
ı
d
em
okrat
ik
e
ğil
i
m
ö
l
çeği
gelişti
r
m
e
çalı
ş
mas
ı
.
Ul
uslararası
Av
r
asy
a
S
osy
a
l
Bili
m
l
er D
ergi
si.
2010
;1
(1):9
4
–
1
0
8
.
[9]
Gen
ç
S
Z, Kal
a
f
a
t
T
.
Ö
ğ
retm
en
a
day
l
arı
n
ı
n
d
em
o
k
rat
i
k
t
u
tu
mları
i
l
e
p
robl
e
m
ç
özme beceril
erini
n
ç
eşi
tli
d
eğişken
l
er
açıs
ı
nd
an
i
n
cele
n
mes
i
.
P
a
m
u
k
k
a
l
e
Ü
n
iv
ers
i
tesi
E
ğ
i
tim
F
ak
ültes
i
Dergi
s
i
[In
ternet].
2
0
07;
2(2
2
):10
–22
.
Availab
l
e
f
r
o
m
: http://dergipark.gov.
t
r/
dow
nl
oad/article-
f
ile/114708
[10]
Gö
mleks
i
z
MN,
Çet
i
ntaş
S
.
Ö
ğ
retm
en
a
d
a
yl
arını
n
d
emo
k
ratik
t
ut
u
m
l
a
rı
(
F
ı
rat
,
D
icl
e
,
7
Aralık,
C
u
mhur
iyet
v
e
Erzi
ncan
ü
ni
versi
t
el
eri
örneği).
D
icle
Ü
n
i
versit
e
s
i
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i
ya
G
ökal
p
E
ğitim
F
ak
ültesi
D
erg
[Int
e
rn
et]
.
201
1;
(17
)
:1–
14.
Av
ailab
l
e
fro
m:
h
tt
p
://
zgef
dergi.co
m
/
M
a
kal
e
ler/31
572
23
88
_17
_0
1_
Goml
eks
i
z-Ceti
n
t
as.p
d
f
[11]
Karat
e
kin
K
,
M
erey
Z
,
Ku
ş
Z.
Ö
ğ
r
etm
e
n
ad
ayları
v
e
ö
ğ
r
e
t
m
e
n
leri
n
d
emokrati
k
tutumlarının
çeş
it
li
d
eğiş
ken
l
er
açıs
ı
nd
an
i
n
c
e
l
enm
e
si.
Kas
t
am
on
u
E
ğ
i
t
im
D
erg
i
s
i
[Intern
et]
.
2
01
3
;
2
1
(2
):56
1–
74
.
Av
a
i
la
ble
fro
m
:
ht
tp:/
/ww
w
.
k
ef
d
e
rg
i.
co
m/pdf
/2
1
_
2/2
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_
2
_
1
1
.
pdf
[12]
[S
aracaloğ
lu
A
S
,
E
vi
n
İ,
V
arol
S
R.
İ
zm
i
r
i
lin
de
çeş
itli
k
u
ru
m
l
a
rda
görev
yapan
öğretm
enl
e
r
i
l
e
öğr
e
t
m
e
n
a
d
a
y
la
rının
d
e
m
o
kra
tik
t
u
t
um
la
r
ı
ü
zeri
n
e
karşılaşt
ır
mal
ı
b
ir
a
r
aşt
ı
rm
a.
K
u
r
am
v
e
Uy
gul
am
ada
Eğ
itim
Bil
i
m
.
20
04
;4(2
):3
3
5
–64.
[13]
S
a
racaloğ
lu
A
S
,
U
ça
S
,
B
aşar
a
Bay
d
il
ek
N
,
Co
ş
k
u
n
N
.
Öğretmen
A
d
ay
ları
nın
D
e
m
okrat
ik
T
utum
ları
i
le
D
eğer
Al
g
ı
ların
ı
n.
A
dnan
M
e
n
d
er
es
Ü
ni
vers
it
esi
Eğitim
F
a
k
ü
lt
esi
Eğ
it
i
m
Bili
mleri
Derg
isi
[Internet
].
2
01
3;4
(
1):
4
5
–59.
Av
ailab
l
e
fro
m:
h
tt
p
://
derg
i
p
ark
.
go
v.
t
r
/d
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cle-fil
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/3
99507
[14]
S
a
rı
M
,
S
a
dı
k
F
.
Ö
ğ
r
etm
e
n
aday
ları
nın
dem
okrasi
al
gıları
(
Çuku
r
ova
Üniversitesi
Ö
rneği)
.
Ul
usl
a
raras
ı
E
ğiti
m
Programl
arı
ve
Ö
ğretim
Ç
al
ışmaları
D
ergi
si
[
I
n
t
e
rnet].
2
01
1;
1(2
):67
–
8
2
.
A
va
ila
ble
from
:
ht
tps://w
w
w
.
pegem
.
net/d
osy
a
lar/do
kum
an
/1
315
9
8
-20
1
2
041
21
72
90-6
.
p
df
[15]
Altu
nay
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a
m
E,
Ç
ayp
ı
n
a
r
İ,
A
l
i
m
can
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.
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m
en
A
d
a
yl
a
r
ı
n
ı
n
D
em
o
krati
k
T
u
t
u
m
ları
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e
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i
dd
e
t
e
Karşı
Tut
u
ml
arı
Arasındaki İl
i
şki
(Amasya Ünive
r
si
t
e
si Örneği)
.
İ
s
t
a
nbul
E
ğ
itim
de
Y
enili
kç
ilik Dergisi
.
2016;
2(2)
:31–53.
[16]
[
T
e
k
i
n
M
,
Y
ı
l
d
ı
z
M
,
L
ö
k
S
,
T
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ş
ğ
ı
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.
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ğ
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i
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e
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r
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ü
k
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eko
k
u
l
u
nda
ö
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m
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m
e
n
aday
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ı
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itl
i
d
eğ
işk
e
nl
ere
gö
re
d
em
okrat
ik
t
utu
m
d
üzeyl
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r
inin
i
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celen
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ğd
e
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iv
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tesi
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ed
en
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ği
tim
i
ve
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p
o
r
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lim
l
eri
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i
s
i
.
2
00
9;3(3):
2
0
4–2
12
.
[17]
Tu
tk
un
T
,
G
enç
S
Z
.
Öğre
t
m
e
n
a
day
l
arın
ın
d
em
ok
rati
k
algı
v
e
t
u
tu
mları
n
a
yöneli
k
t
u
ttu
m
ölçeği
geliştir
me
çalı
ş
m
a
sı.
T
h
e
Jou
r
n
a
l
o
f
A
cad
e
m
ic
S
oc
i
a
l
S
c
i
e
nce
S
t
udi
es
[Inte
rn
et]
.
2
01
3
J
a
n
1
;
6(7
)
:1
12
7–3
8
.
A
vailab
l
e
f
r
o
m
:
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tps://w
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w
.
jas
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om/M
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_5
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utk
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ay
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-11
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-
1
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d
f
[18]
M
e
ti
n
M
.
K
u
r
am
dan
uy
gul
am
a
y
a
eğit
im
d
e
b
i
l
im
sel
araşt
ı
rm
a
y
ö
n
t
em
leri
[
F
r
o
m
t
h
e
ory
to
p
ra
ct
ice:
S
cien
tific
Research
M
e
t
ho
ds
in
Ed
ucat
ion]. A
n
k
a
ra: P
e
g
e
m
Akad
em
i Y
a
yı
ncılı
k;
2
01
4
.
[19]
Turkish
S
t
at
i
s
t
i
cal
I
nsti
tut
e
.
W
o
men
statisti
cs
,
2015
[Int
e
rnet
]
.
2
0
1
6
.
A
v
a
i
l
a
b
l
e
f
r
o
m
:
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tp:/
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.
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urkst
a
t.
g
ov.tr/P
reHaberBu
l
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e
n
l
eri.
do?
id
=21
5
1
9
[20]
Ay
dem
i
r
H,
A
ksoy
N
D.
E
ğ
i
tim
fakü
lt
esi
öğ
rencilerin
i
n
dem
o
kratik
tu
t
u
m
l
a
rının
b
azı
d
eğ
iş
ken
l
erle
ilişk
is
i:
M
a
l
at
ya
örn
e
ği
.
Erzi
ncan
E
ğitim
F
a
kü
lt
esi
Dergisi.
2
01
0;
1
2
(1
):2
6
5
–79
.
[21]
G
e
n
ç
S
Z
,
K
a
l
a
f
a
t
T
.
Ö
ğ
r
e
t
m
e
n
a
d
a
y
l
a
r
ı
n
ı
n
d
e
m
o
k
r
a
t
i
k
t
u
t
u
m
l
a
r
ı
i
le
e
m
p
atik
b
ecerileri
ni
n
d
e
ğerl
end
i
rilm
esi
üzeri
n
e
bi
r
araşt
ı
rm
a
.
S
os
yal
Bilim
l
er
D
erg
i
si
[
In
tern
et]
.
2
0
0
8
;
(19
)
:2
1
1
–22
.
A
v
ai
lable
f
r
om
:
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tp:/
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u
rn
als
.
manas
.
edu
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kg
/mjs
r/o
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a
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Evaluation Warning : The document was created with Spire.PDF for Python.
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7
, No
.
2
,
Ju
n
e
201
8
:
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00
–
1
0
8
10
8
[22]
E
l
k
a
tmış
M
,
Topt
aş
V
.
Sınıf
Öğ
ret
m
eni
Ad
ayl
a
rın
ı
n
Dem
o
krati
k
T
u
tu
mlarının
İ
ncelenm
e
s
i
.
YYÜ
Eğit
im
F
akültes
i
D
e
rgisi
[Int
e
rnet].
2
015
;1
2(1
)
:12
8–44
.
A
v
ai
labl
e
fro
m
:
htt
p
://e
f
d
ergi.yyu.edu.
t
r
/m
akaleler
/
c
ilt12/io
soabdyyuefd1003201
4y
.
p
df
[23]
Bulut
N.
B
ir
G
rup
Ünivers
ite
Ö
ğr
enci
si
n
i
n
D
e
mo
kratik
T
u
t
umları
ile
Ç
eşi
tli
Değişkenl
e
r
Ara
s
ındaki
İ
lişki
l
e
r.
Bay
b
u
r
t
Eğit
im
F
ak
ül
tesi D
ergi
si.
2
0
0
6
;
(45
)
:3
7–59
.
[24]
Aydoğdu
F,
D
il
ekman
M.
E
beveyn
t
utuml
a
rının
çeşitli
deği
şkenler
açı
sı
nd
an
d
eğerl
e
nd
irilm
esi.
B
aybu
rt
E
ğit
i
m
F
a
k
ü
lt
esi
Derg
isi.
2
0
16;
11
(2):
56
9
–
8
5
.
BIOGRAPHI
E
S
OF
AUT
HORS
Hat
i
ce
ON
UR
A
Y
E
GI
L
M
EZ
i
s
as
soci
ated
p
roffes
o
r
in
M
us
i
c
E
ducati
o
n
Depart
m
e
nt
a
t
Ulu
d
ag
Un
iversit
y
,
Bu
rsa,
T
u
r
key.
S
h
e
c
om
pl
eted
h
er
M
as
ters
o
f
A
r
ts
D
e
g
r
e
e
(1
99
8)
a
nd
D
oc
tor
o
f
P
h
y
l
os
op
hy
d
egree
(20
03)
i
n
mu
si
c
edu
catio
n
at
G
azi
U
niv
e
rsity
Ank
a
ra,
T
u
rkey
.
S
h
e
teaches
pi
ano and
accom
p
an
ies
in
stud
e
nt con
certs
. S
h
e has pres
e
n
ted
pa
p
e
rs at
i
n
tern
ati
o
n
a
l co
nf
erences
in
T
urkey
,
B
ulgaria,
G
reec
e,
H
u
n
g
a
ry,
S
p
ai
n
a
n
d
i
n
J
ap
a
n
.
S
h
e
a
lso
written
many
a
rticl
e
s
in
international
j
ournals
.
S
h
e
is
t
he
E
ras
m
u
s
c
oo
rdinat
or
o
f
th
e
M
us
ic
E
d
u
cat
io
n
Depart
m
e
nt
a
t
Ul
udag
U
n
i
v
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ty
.
In
t
h
e
f
ram
e
o
f
t
eachi
ng
st
a
ff
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o
bility
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ra
s
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us+
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r
og
ram
s
h
e
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t
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and
g
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ve
c
on
c
e
rt
s
i
n
S
zeged
U
niv
e
rsi
t
y,
H
ungary
(
2
0
0
7
),
i
n
th
e
Co
ns
ervato
ries
o
f
M
u
si
c
Lo
re
n
z
o
P
e
ros
i
(
2
009
),
A
lf
redo
Cas
e
lla
(
2
0
1
3
),
I
tal
y
a
nd
C
onser
vat
o
ri
o
S
u
p
e
rior
D
e
M
u
si
ca
d
a
Co
ru
na (2
0
1
7
),
S
pain
.
Özg
ü
r
E
G
ILM
E
Z
is
l
ectu
r
er
i
n
M
u
si
c
Ed
ucatio
n
Depart
m
e
nt
a
t
Ul
ud
a
g
U
ni
ve
r
s
i
t
y,
B
u
r
s
a
,
Tu
rkey.
He
c
o
m
pl
eted
h
is
M
ast
e
rs
o
f
Arts
d
egre
e
in
m
u
s
ic
(
19
98
)
a
t
G
a
z
i
U
n
i
v
e
r
s
i
t
y
A
n
k
a
r
a
,
Tu
rkey.
After
com
p
l
e
ti
ng
his
Bachel
or’s
d
egr
ee
(BA
)
,
he
t
a
u
g
h
t
m
u
si
c
i
n
e
lem
e
nt
ary
and
seco
ndary
s
ch
oo
l
s
f
o
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f
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e
years
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d
w
o
rked
a
s
a
v
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o
lin
t
each
er
i
n
An
ka
ra
a
n
d
B
olu
Ana
t
o
l
ia
n
Fine
A
r
t
s
High
s
c
ho
ol.
Recentl
y
he
i
s
teachi
n
g
v
i
olin
a
n
d
m
an
dolin,
Po
pu
lar
M
u
si
c
S
t
u
d
i
e
s,
T
u
r
kis
h
F
ol
k
M
u
si
c
and
als
o
s
uperv
isin
g
t
h
e
teach
er
t
rai
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ees
i
n
M
u
si
c
Ed
ucati
o
n
Dep
a
rt
m
e
nt
a
t
Ulu
d
ag
U
ni
versity.
He
perf
orm
e
d
i
n
v
a
r
iou
s
c
o
n
certs
i
n
T
u
rkey
a
nd
p
resen
t
ed
p
apers
at
t
he
c
on
f
e
rences
i
n
Tu
rkey
,
Greece,
H
u
n
g
a
ry
,
S
p
ai
n
and
i
n
J
ap
an.
In
t
he
f
ram
e
o
f
T
eachi
ng
S
t
a
ff
M
obi
lity
o
f
Erasmus+
P
r
ogram
h
e
also
t
aug
h
t
in
S
zeg
ed
U
ni
vers
ity
,
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un
gary
(
20
07
)
an
d
p
lay
e
d
Turk
is
h
f
o
l
k
s
on
g
s
with
t
he
“
Bag
l
a
m
a”
(Tu
r
k
i
s
h
F
ol
k
M
u
s
i
c
in
strum
e
nt
)
at
t
he
c
on
ce
r
t
h
e
l
d
i
n
t
h
e
1
2
th
C
u
l
t
u
r
a
l
F
e
stival
. H
e
als
o
t
a
ug
ht
and
gav
e
con
c
erts in
th
e Con
s
erv
a
tori
e
s o
f
M
usic L
oren
zo P
ero
s
i
(20
09),
Alf
r
ed
o
Cas
e
ll
a
(20
13),
Italy
an
d
Con
s
erv
a
t
o
ri
o
S
u
perio
r
D
e
M
u
s
i
ca
da
C
oru
n
a
(2
01
7),
S
p
ain.
No
w
h
e
is
con
t
i
n
u
i
n
g
P
h
d
p
rogra
m
i
n
M
e
hm
et
A
kif
Ers
oy
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ersit
y.
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ruk
En
gü
r
i
s
a
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earch
a
s
s
i
s
tant
i
n
M
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E
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Dep
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