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.1,
M
a
r
ch
2018,
pp.
11~
1
6
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v
7
.
i
1
.10
9
8
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11
Jou
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o
me
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ge
: h
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:/
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/
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.
php
/
I
J
ERE
Attitudes of Pre-Service Musi
c T
e
achers t
owards Value
Education in Turkey
Özgür Eğil
mez
1
,
Hatice
Onu
ray E
ğ
i
l
mez
2
, Doru
k
Engür
3
1
Dep
art
m
en
t
o
f
M
u
s
ic Ed
u
cat
i
o
n
, Meh
met
Aki
f
Ersoy
Un
i
versity
,
T
urk
e
y
2,
3
Dep
artm
ent
of
M
usic E
ducat
io
n,
U
lu
dağ
Universit
y
,
Tu
rkey
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
No
v
2
1
,
2
017
Re
vise
d Jan
2
3
, 2018
A
c
c
e
pte
d
F
eb 12,
2
0
1
8
In
t
h
e
m
us
ic
e
du
ca
t
i
o
n
c
urricu
lu
m
,
w
h
i
ch
i
s
im
p
l
e
m
ent
e
d
f
r
om
2
0
1
7
-2
018
acad
em
ic
y
ear,
t
h
e
direct
iv
e
f
o
r
t
eachin
g
val
u
es
w
a
s
p
repared
f
o
r
t
h
e
f
i
r
s
t
tim
e.
I
n
th
is
c
o
n
t
e
xt
,
th
e
res
ear
ch
w
as
c
o
n
d
u
cted
b
y
co
m
p
arin
g
t
h
e
att
itu
des
of
p
re-servi
ce
m
u
sic
t
eac
h
e
rs
t
ow
ards
v
alu
e
s
ed
ucati
o
n
in
t
erm
s
o
f
s
o
m
e
vari
abl
e
s,
w
h
i
ch
w
ill
be
i
ncluded
in
t
he
c
ourses
o
f
value
educa
tion
accord
ing
to
t
he
n
ew
m
u
s
ic
e
ducat
io
n
curricu
lu
m.
D
a
t
a
c
o
ll
ected
u
s
i
n
g
t
h
e
v
a
l
u
e
s
educati
on
at
titu
de
s
cal
e
w
e
re
a
na
lysed
using
t
-
test,
Kruskal-
W
a
ll
is
H
t
e
s
t,
a
n
d
Spe
a
rma
n
’s
c
orre
la
tio
n
c
oe
ffic
ie
nt
.
Re
sul
t
s
sh
owe
d
t
ha
t
a
t
t
itude
s
cores
di
d
n
o
t
chang
e
accordi
n
g
to
g
e
n
d
e
r
or
l
evel
o
f
parent
s’
e
d
u
c
a
ti
o
n
b
u
t
h
a
d
a
si
gnif
i
c
a
n
t
d
iff
e
rence
a
ccord
ing
to
t
he
y
ear
s
t
u
d
e
nt
s
were
i
n
.
S
c
a
l
e
sco
r
es
w
e
r
e
n
o
t
c
o
r
r
e
l
a
t
e
d
w
i
t
h
t
h
e
a
m
o
u
n
t
o
f
p
a
r
e
n
t
s
’
i
n
c
o
m
e
o
r
s
t
u
d
e
nts’
G
PA
s.
Thi
s
s
tudy
i
s
crucial
as
i
t
tr
i
e
s
t
o
d
e
t
e
r
m
i
n
e
t
h
e
a
t
t
i
t
u
d
e
s
o
f
p
re-s
e
r
v
i
ce
m
u
si
c
teach
ers
wh
o
are
ass
i
g
n
ed
a
s
m
u
si
c
t
eachers
i
n
a
f
ew
y
ears
and
will
c
ond
uct
m
u
sic
les
s
ons
accord
in
g
to
t
h
e
M
inist
r
y
o
f
N
at
ion
a
l
Ed
ucat
ion
m
us
ic
curri
culu
m.
M
o
r
eov
e
r,
i
t
aims
t
o
s
h
ed
l
i
ght
o
n
th
e
det
e
rmi
n
at
io
n
of
t
a
r
ge
ts
f
o
r
valu
es
e
du
cat
io
n
in
t
h
e
t
raini
n
g
of
p
re-s
e
r
v
i
ce
mu
si
c
t
eac
h
ers
in
t
h
e
in
s
t
it
u
t
ions
t
hat
t
r
ain
m
u
si
c
teach
ers
with
t
he
h
elp
of
t
h
e
r
es
ul
ts
t
h
a
t
t
h
i
s
st
udy
off
e
rs
.
K
eyw
ord
:
A
ttit
u
d
es
Inst
i
t
u
t
i
ons
M
u
s
i
c t
e
ach
e
r
t
ra
in
ing
Pr
e
-
ser
v
i
c
e
music
t
e
ac
hers
Values
e
d
u
ca
t
i
on
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
Ed
ucati
o
n
,
Ul
ud
a
ğ
Uni
v
e
rsi
t
y
,
Gorukle
C
a
mpus,
Nilufer-
Bursa, 16059,
Turkey.
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
Va
lues
d
e
f
i
n
e
d
a
s
"
t
he
w
h
o
l
e
of
m
a
t
er
i
a
l
an
d
s
p
i
r
i
t
ua
l
elem
en
ts
t
ha
t
cover
t
h
e
soc
i
a
l
,
cu
ltur
a
l
,
ec
onom
ic
a
n
d
scie
nt
i
f
ic
v
a
l
ues
of
a
n
a
tio
n"
[
1]
a
re
"
princ
i
ple
s
a
nd
s
t
a
nd
a
r
d
s
t
h
a
t
sh
ap
e
th
e
i
ndi
v
i
du
a
l
att
itu
des
i
n
d
if
fere
nt
s
i
t
uat
i
o
n
s
an
d
d
i
rec
t
s
be
ha
v
i
ors
a
n
d
act
i
o
ns"
[
2
].
V
a
l
ue
s
a
r
e
im
por
tan
t
e
lem
e
n
t
s
tha
t
d
i
re
c
t
b
eh
av
io
rs
w
h
i
l
e
f
o
r
mat
i
o
n
o
f
t
h
e
c
h
a
ra
ct
er
o
f
yo
ung
p
e
op
l
e
a
n
d
s
h
a
p
i
n
g
s
o
c
i
a
l
l
i
f
e
.
V
a
l
u
e
s
s
e
r
v
e
t
o
preve
n
t
u
n
a
u
th
oriz
e
d
e
lem
e
n
t
s
in
t
he
b
e
h
av
i
o
r
o
f
i
ndi
vi
d
u
a
l
s,
t
here
b
y
l
e
a
d
i
n
g
i
n
d
i
vi
dua
l
s
t
o
a
d
op
t
be
h
a
vi
ors
tha
t
ar
e
acc
ept
e
d
by
s
ocie
t
y
[2].
The
s
o
c
i
a
l
,
c
u
ltura
l
a
n
d
ec
o
nom
ic
s
t
r
uc
ture of the
s
o
c
i
e
ties
is
d
irec
tly
p
ro
por
ti
ona
l
t
o
t
he
q
ual
i
t
ie
s o
f
the
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nera
ti
on
s.
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ow
eve
r
,
ra
pi
d
c
h
a
nges
in
s
oc
ial
l
i
fe
a
ff
ect
i
n
d
i
v
i
dua
ls'
vie
w
o
f
the
w
o
r
l
d
an
d
t
h
eir
val
u
e
ju
dgm
ent
s
.
V
a
lue
s
h
ave
c
h
ange
d
dr
ast
i
c
a
lly
i
n
re
ce
nt
y
e
a
rs
d
ue
to
f
act
o
r
s
su
ch
a
s
t
e
ch
no
logy
a
n
d
env
i
ro
nm
en
tal
fac
t
or
s
i
n
T
urk
e
y,
t
o
o
.
A
s
a
r
e
s
u
l
t
of
t
hi
s
c
h
a
n
g
e,
t
r
y
i
n
g
t
o
a
do
p
t
a
n
d
e
ve
n
t
h
e
a
d
o
p
tio
n
of
t
he
di
ffe
re
nt
v
a
l
ue
s
inc
o
m
p
a
t
ib
l
e
w
ith
t
he
s
t
r
uc
ture
o
f
t
h
e
T
u
rki
s
h
s
o
c
i
e
ty
by
t
h
e
y
oun
g
p
e
op
l
e
w
i
t
ho
ut
g
a
i
n
i
ng
the
s
o
cia
l
a
p
p
rova
l
w
o
rries
f
i
r
stly
t
he
i
r
f
a
m
i
l
y
the
n
T
urk
i
sh
s
o
c
iet
y
[
3]
.
The
a
b
il
i
t
y
of
s
oc
ie
ties
to
liv
e
a
n
d
surv
ive
depe
n
d
s
o
n
t
he
v
a
l
u
e
s
the
y
h
a
v
e
a
nd
the
tra
n
sf
err
i
ng
of
v
a
l
u
e
s
to
f
uture
g
e
ne
rat
i
o
n
s
ha
s
a
vi
t
a
l
impor
ta
nce
[2]
.
I
n
this
d
ire
c
t
i
on,
it
is
c
on
si
d
e
re
d
a
s
i
m
port
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n
t
to
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ca
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y
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peo
p
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w
ho
a
r
e
depe
n
d
en
t
o
n
un
ive
r
sal
va
lue
s
.
Wi
th
t
h
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s
v
i
e
w
,
in
a
ll
o
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t
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Wor
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on
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d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 11
– 16
12
pay
i
ng
a
t
t
e
n
t
i
on
t
o
tea
c
h
v
a
l
ue
s
w
h
i
c
h
c
a
n
be
d
efi
n
ed
a
s
‘de
v
el
op
in
g
a
w
are
n
ess
in
m
o
r
al
,
cul
t
u
ra
l
,
psy
c
h
o
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og
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al,
soc
i
a
l
a
n
d
i
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ivi
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ual
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i
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s
a
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n
e
duca
t
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n
pr
ov
id
e
s
i
nt
ern
a
l
i
z
at
io
n
of
t
h
e
se
’[4
]
a
re
a
mo
ng
com
m
on
a
c
c
e
p
ted
t
h
oug
hts.
V
alue
e
d
u
c
a
t
i
on
is
i
n
l
i
ne
w
i
t
h
th
is
i
m
p
o
rta
n
c
e
,
i
n
2
0
10,
e
duca
t
io
n
of
v
a
l
ue
s
in
t
h
e
c
u
r
r
i
c
u
l
u
m
o
f
s
o
m
e
c
o
u
r
s
e
s
i
n
p
r
e
s
c
h
o
o
l
,
p
r
i
m
a
r
y
a
n
d
s
e
c
o
n
d
a
r
y
sc
ho
o
l
s
prov
i
d
e
d
b
y
th
e
M
i
nistry
o
f
N
a
ti
ona
l
E
duc
ati
on i
n
T
ur
ke
y
[5]
.
In
the
dra
f
t
m
u
s
i
c
e
d
uc
ati
o
n
c
u
rric
u
l
u
m
, w
hi
c
h
is
im
plem
en
te
d fro
m
201
7-
20
1
8
ac
a
de
mic
year
,
for
t
h
e
fi
rst tim
e,
a
d
i
r
ecti
v
e
o
n
va
l
ue
e
d
uc
a
t
i
o
n
has
be
en i
nc
lu
de
d.
A
c
cordi
n
g
to
t
he
n
ew
m
us
ic
l
ess
o
n
cur
r
ic
ul
um
[
6],
i
n
m
o
d
er
n
dem
ocra
ti
c
soc
i
e
t
i
e
s,
i
t
is
s
ta
te
d
th
a
t
as
m
uc
h
a
s
a
c
a
de
mic
a
c
h
i
e
v
em
ent,
m
any
val
u
es
t
h
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t
re
g
u
l
a
t
e
hum
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n
r
e
l
a
ti
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s
are
in
cr
easin
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y
pro
m
inen
t.
A
l
so,
i
n
t
he
p
r
ogr
am
i
t
i
s
e
mpha
si
z
e
d
a
n
im
porta
nt
e
ffe
c
t
o
f
e
d
ucat
i
on
pro
g
ra
ms
a
s
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f
am
i
l
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ocie
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i
a
,
a
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l
e
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ri
ngi
n
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up
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div
i
du
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l
s
w
h
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c
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e,
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d
o
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t
a
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ra
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s
form
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t
io
na
l,
m
ora
l
a
nd
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n
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rsal
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es
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nd
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r
ansform
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i
nt
o
beha
v
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or
b
y
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ter
n
al
i
z
i
n
g
t
h
e
m
.
In
t
h
i
s
direc
t
i
on,
v
a
l
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l
i
ke
;
frie
n
d
sh
i
p
,
di
lige
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e
,
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s
i
t
i
v
it
y,
h
o
n
e
s
ty,
ae
sthe
t
i
c
s
,
e
qua
l
i
t
y
,
ki
n
d
ne
ss
,
free
d
o
m
,
shar
i
n
g,
p
atie
nc
e,
r
espe
ct,
l
o
ve
,
respo
n
s
i
b
ili
t
y
,
pa
tr
iot
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lt
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ve
b
e
e
n
i
nc
lude
d
in
to
M
u
s
ic
T
e
a
c
h
i
n
g
P
rogram
.
Resea
r
che
s
a
ls
o
s
how
tha
t
t
he
posi
t
i
ve
be
h
av
i
o
rs o
f
the
s
t
u
d
e
n
ts
w
ho
l
e
a
r
n
a
nd
si
n
g
th
e
son
g
s
co
nt
ai
nin
g
th
e
wo
rd
s
ab
out
ou
r
v
alu
e
s
incre
a
se
a
n
d
t
h
e
d
e
c
re
ase
in
t
heir
n
e
g
a
t
i
v
e
b
e
ha
vi
ors
ca
n
b
e
d
e
te
c
t
ed
[
7],
[
8].
It
i
s
see
n
t
h
a
t
music
ca
n
b
e
u
sed
as
a
n
effec
t
i
v
e
to
o
l
i
n
the
se
ttle
me
n
t
o
f
va
lue
s
.
In
t
h
i
s
c
o
n
t
e
xt
,
i
t
h
as
b
ee
n
a
m
a
tter
of
c
uri
o
s
ity
f
or
t
he
att
itu
des
o
f
m
us
ic
t
e
a
c
h
ers
t
o
v
al
ue
e
d
u
ca
tio
n,
w
h
i
ch
w
il
l
ta
ke
a
n
ac
ti
ve
r
o
l
e
in
t
h
e
i
mp
l
e
me
nt
at
io
n
o
f
t
he
new
draft
musi
c
lesso
n tea
c
h
i
n
g
p
r
ogra
m
a
nd the
tea
c
h
ing
of va
l
ue
s in m
us
i
c
less
ons.
2.
RESEARCH
M
ETH
O
D
I
n
t
he
s
t
u
d
y
c
orr
e
lat
i
o
n
a
l
r
es
ear
ch
d
es
ign
i
s
e
mpl
oye
d.
I
n
t
h
i
s
m
od
el
,
th
e
ai
m
i
s
t
o
de
t
e
rmi
n
e
t
h
e
exi
s
te
nce
an
d
exte
n
t
o
f
co
va
riat
io
n
be
twe
e
n
v
a
r
ia
b
l
es
[
9]
.
In
t
h
i
s
r
e
sea
r
ch,
the
at
t
i
t
u
de
s
of
m
usica
l
t
e
ache
r
ca
ndi
da
te
s
tow
a
rds
val
u
es
e
d
u
c
a
t
i
on
w
e
re
e
xa
mine
d
i
n
t
er
m
s
o
f
g
end
e
r,
c
l
a
ss
l
e
v
e
l
,
g
e
n
era
l
a
ca
d
e
mi
c
g
r
a
d
e
ave
r
age
(G
P
A
),
i
ncom
e
l
e
ve
l
of
p
ar
en
ts,
e
d
ucat
i
on
leve
l
o
f
p
a
r
e
n
t
s,
w
orki
n
g
s
ta
tu
s
of
p
are
n
t
s
a
n
d
p
a
r
enta
l
occ
upa
tio
n
variab
les.
P
opu
l
a
tio
n
o
f
r
esea
rch
c
o
n
s
is
ts
o
f
s
t
u
d
e
n
t
s
,
w
ho
ar
e
e
n
r
o
l
l
e
d
i
n
m
u
s
i
c
teac
h
i
n
g
p
r
o
gram
a
nd
stud
y
i
n
g
i
n
T
u
rkey.
S
u
r
v
ey
q
ues
t
i
o
ns
w
ere
sen
t
t
o
s
t
u
d
e
n
ts
t
hro
ugh
G
oog
l
e
F
o
r
ms.
F
o
r
t
h
i
s
p
u
r
p
o
se
,
f
i
rst
l
y
the
l
e
c
t
urer
s
i
n
m
us
ic
d
e
p
art
m
ents
o
f
1
0
d
iffer
e
n
t
u
n
i
versit
i
e
s
w
e
r
e
re
ache
d
a
n
d
w
e
r
e
aske
d
t
o
d
e
l
i
v
er
t
h
e
G
o
o
g
le F
orm
s
li
nk
to t
he
ir stu
den
t
s.
As
a
s
ampl
e
,
1
22
s
tud
e
nt
s
(8
7
gi
rl
s,
3
5
bo
y
s
)
stud
yin
g
i
n
10
di
ffe
r
en
t
u
n
i
v
ers
ity
m
u
s
ic
t
eac
hin
g
pro
g
ra
ms
t
ha
t
can
b
e
r
eac
h
e
d
b
y
o
n
l
i
n
e
que
sti
o
n
n
a
i
re
w
e
r
e
i
n
c
l
u
de
d
in
t
he
r
esea
rch.
T
w
e
nty
si
x
o
f
t
h
e
stude
n
t
s
are
in
f
irs
t
g
ra
de,
2
0
a
re
i
n
se
co
n
d
g
r
a
de,
3
2
a
r
e
i
n
t
h
i
r
d
g
r
ad
e
and
4
4
a
re
s
en
i
o
r
st
ud
en
ts
w
h
o
s
e
average age is
22.22
(
SD = 3.03).
I
n
o
rder
t
o
c
o
l
l
e
c
t
da
ta
i
n
t
h
e
r
e
sea
r
ch,
A
tti
t
ude
S
ca
le
T
ow
ar
d
s
V
a
lues
E
duca
t
i
o
n
[
10]
w
as
u
sed
i
n
add
i
tio
n
t
o
t
he
p
er
sona
l
i
n
form
atio
n
form
p
r
e
par
e
d
b
y
t
he
r
e
s
e
a
r
c
hers
f
or
t
he
t
ea
c
h
er
c
an
di
da
tes.
T
he
s
c
a
l
e
is
con
s
is
t
s
o
f
22
five
-p
oi
nt
l
i
k
er
t
t
ype
i
tem
s
,
10
o
f
w
hic
h
a
re
n
e
ga
t
i
ve
.
A
ccor
d
in
g
t
o
Y
asa
r
og
lu
[
1
0
]
the
i
t
e
m
fa
ct
or
l
oa
ds
o
f
the
sc
ale
we
r
e
b
etwee
n
0
.
5
23
a
n
d
0
.7
6
5
.
The
sc
a
le
h
ad
a
s
ing
l
e
fa
ct
or
a
nd
the
Cro
n
b
ac
h
'
s
alp
h
a
c
o
e
f
f
i
c
i
e
n
t
calc
u
la
te
d
to
d
e
t
e
r
m
i
ne
i
nte
r
nal
co
ns
is
t
e
nc
y
w
a
s
0
.
92.
F
or
t
h
e
r
e
c
e
n
t
s
t
ud
y
alp
h
a
val
u
e
i
s
0
.9
3.
Bef
o
re
a
na
ly
si
s
of
t
he
d
a
t
a
,
p
ar
am
etric
test
a
ssumptions
were
c
hec
k
ed.
I
n
t
he
a
na
l
y
s
i
s
of
t
he
s
c
o
re
s
ac
cord
in
g
t
o
s
ex
u
sa
ge
o
f
t-
te
st,
ac
cordi
n
g
to
c
lass
a
n
d
ac
cord
in
g
t
o
p
a
r
enta
l
occ
u
pa
ti
on
K
r
uska
l-Wa
l
l
is
H
t
e
st
,
acco
r
d
i
ng
t
o
e
d
u
c
atio
n
stat
us
a
n
a
l
y
sis
on
e-way
ANOV
A
,
a
cc
ordin
g
t
o
w
o
rk
in
g sta
t
us of pa
rent
s
a
n
al
ysis
Ma
nn-W
h
it
ne
y
U
tes
t
w
ere
dee
m
e
d
s
u
i
t
a
bl
e
.
S
pea
r
ma
n
'
s
c
o
rr
elat
io
n
coe
ffic
i
en
ts
w
er
e
c
a
lcu
l
ate
d
t
o
deter
m
i
n
e
corr
elat
i
ons
b
etw
e
e
n
att
i
t
ude
,
i
n
c
o
me
, a
nd GP
A va
riab
les.
3.
RESULT
S
A
N
D
ANALY
S
IS
Ta
b
l
e
1
show
s
t
h
at
a
l
t
h
o
u
gh
fem
a
le
s
tu
de
nt
s
(
M
=
3
.
9
9
)
h
a
d
h
i
g
h
e
r
s
c
o
r
e
s
t
h
a
n
m
a
l
e
s
t
u
d
e
n
t
s
(
M
=
3
.
8
0
)
t
hi
s
dif
f
e
re
n
c
e
i
s
not
s
tat
i
s
t
i
c
a
l
ly
s
i
gni
fi
c
a
nt
,
t
(1
20)
=
1
.
5
9
,
p
=
.
11
5
.
T
he
a
tt
itu
de
t
ow
ards
e
d
u
c
a
tion
of
val
u
es
doe
s n
o
t
cha
n
g
e
acc
or
din
g
t
o ge
n
d
e
r
.
Tab
l
e
1
.
V
ariat
i
o
n
o
f
A
ttit
u
d
e
s
Tow
a
r
ds V
a
l
u
e
Ed
u
c
a
t
i
on
o
f
Mus
i
ca
l
Teac
her
Ca
n
d
ida
t
e
s
by G
e
nder
Ge
nd
e
r
N
M SD
t
df
p
Fem
a
l
e
8
7
3.
99
0
.
6
2
1.
59
120
.
115
Ma
le
3
5
3.
80
0
.
6
2
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
A
tti
tude
s o
f
Pr
e-
Service
Mus
i
c
T
e
ac
hers T
o
wards V
a
l
u
e
E
duc
a
tio
n
i
n
T
u
rke
y
(Ö
zgür E
ğ
il
me
z)
13
The
re
s
u
lts
o
f
the
resea
r
ch
c
oi
nc
ide
w
i
th
t
he
r
esu
lts
o
f
r
e
sear
c
h
g
ai
n
e
d
by
Y
a
ş
a
r
oğl
u
(2
014
)
[1
0
]
.
H
o
w
e
ve
r,
i
n
F
i
dan’
s
(
2
009
)
r
e
search,
i
t
i
s
se
en
t
ha
t
the
v
i
e
w
s
t
o
w
a
r
d
s
va
lue
te
ac
h
i
n
g
d
iffe
rent
ia
te
sign
ifica
n
tl
y
i
n
f
a
vor
o
f
fem
a
l
e
s
t
u
den
t
s
[
1
1]
.
A
ltu
na
y
a
n
d
Y
a
l
ç
ı
n
k
a
y
a
(
20
11
)
al
so
f
ou
nd
t
h
a
t
f
e
mal
e
t
ea
ch
e
r
ca
ndi
da
te
s
at
t
a
ch
m
ore
im
p
o
r
tance
t
o
a
l
l
v
a
l
ue
a
re
as
t
ha
n
m
e
n
[
1
2
].
A
gai
n
,
C
o
ş
k
u
n
a
nd
Y
ıld
ırım
(
20
0
9
)
repor
t
e
d in t
he
i
r
rese
a
rc
h that
f
em
ale
stu
d
e
n
t
s
' va
l
u
e
leve
ls a
re
hig
her
com
p
are
d
t
o m
a
les
[1
3].
I
n
T
a
b
l
e
2
,
i
t
i
s
s
e
e
n
t
h
a
t
t
h
e
a
t
t
i
t
u
d
e
s
s
c
o
r
e
s
f
o
r
t
h
e
v
a
l
u
e
s
e
duca
t
i
on
of
t
he
m
u
s
ic
t
e
a
c
h
er
ca
ndi
da
te
s
var
i
e
d
a
cc
or
din
g
to
t
h
e year
o
f
e
duc
a
t
ion,
H
(
3
)
=
8
.
5
1
,
p
=
.
0
37.
A
cc
ord
i
ng to
t
he Man
n-Whi
t
ney
U
te
st,
the
fre
s
hm
en
a
nd j
u
n
i
ors
ha
ve l
ow
e
r
a
t
t
i
t
u
d
e sc
ores tha
n
t
h
e so
ph
o
m
ores a
nd seni
ors.
The
fact
t
ha
t
t
h
e
a
tti
tu
de
s
c
o
res
do
n
o
t
c
h
a
nge
l
i
n
e
a
rl
y
s
u
gge
s
ts
t
ha
t
t
h
e
d
i
ffere
nce
do
es
n
ot
s
te
m
from
time
spe
nd
a
t
u
n
i
versi
t
y
.
I
t
is
a
l
s
o
bel
i
eve
d
t
ha
t
th
is
i
s
d
ue
t
o
t
h
e
fa
ct
t
ha
t
u
n
i
vers
i
t
i
e
s
do
no
t
org
a
ni
z
e
ac
t
i
v
i
ti
e
s
re
l
a
t
e
d
to va
lue
e
duc
ati
o
n
in t
he
ir
m
us
ic
e
duca
tio
n
pr
o
g
ram
s
.
Ta
ble
2.
K
rusk
al-Wa
l
l
i
s
Tes
t
Res
ul
t
s
C
o
n
ce
rni
n
g the
V
a
ria
tio
n o
f A
t
t
i
t
u
de
s
t
o
w
a
rds V
a
lue
s
Educa
tio
n
of
Mu
sic
Teac
her
Ca
n
d
ida
t
e
s
i
n Ter
m
s
of Y
e
a
r
of
E
d
u
ca
ti
o
n
N
M
SD
Me
an R
a
n
k
.
H
p
Si
gnific
an
t
Dif
f
e
r
e
n
ce
F
r
e
s
h
m
e
n
2
6
3.
78
0
.
5
7
50.
31
8.
51
0
.
037
1
=
3
<
2
=
4
Sophom
ore
s
2
0
4.
17
0
.
4
6
74.
15
Juni
o
r
s
32
3
.
7
5
0.
75
53.
33
Se
nior
s
44
4
.
0
6
0.
57
68.
31
I
n
T
a
b
l
e
3
i
t
i
s
s
e
e
n
t
h
a
t
t
h
e
p
v
a
l
u
e
s
a
r
e
h
i
g
h
e
r
t
h
a
n
0
.
0
5
.
T
h
i
s
s
i
t
u
a
tio
n
s
h
ow
s
t
h
at
t
he
re
i
s
n
o
rela
tio
n
be
tw
e
e
n
'
a
t
tit
u
d
e
to
w
a
rds
val
u
e
s
e
duca
tio
n
-
i
n
c
o
m
e
',
'a
t
tit
ud
e
t
o
w
a
rds
va
l
u
e
s
e
duc
a
t
i
o
n
-
g
p
a
'
a
n
d
'i
n
c
o
m
e
-
gp
a'
.
In
t
hi
s
re
sp
e
c
t
,
i
t
can
b
e
sa
id
t
h
a
t
t
h
e
at
titu
d
e
s
o
f
t
he
m
us
ic
t
e
a
c
he
r
c
a
n
d
i
date
s
t
o
w
a
rds
th
e
educ
a
t
i
o
n
o
f
th
e
v
alue
s
are
smi
l
iar
for
all e
c
o
nomic
s
tat
u
s le
v
el
s a
nd a
cade
m
ic
a
c
h
ie
vem
e
nt le
v
e
l
s.
I
n
t
he
r
e
s
ear
c
h
es
o
f
A
l
tuna
y
a
nd
Y
a
l
ç
ı
n
k
a
ya
(
2
0
11)
a
p
ara
l
l
e
l
r
e
s
u
l
t
is
r
e
ache
d
,
t
h
ere
wa
s
no
sign
ifica
n
t
d
i
ffer
e
nce
betw
e
e
n
t
he
a
ver
a
ge
s
a
c
c
o
rdin
g
to
i
nc
ome
l
e
v
e
l
o
f
the
fam
ily
[
1
2
].
I
n
their
stud
y
Gö
ml
ek
si
z
an
d
C
ü
r
o
(
2
011
)
st
at
e
d
t
h
a
t
,
t
h
e
y
c
o
uld
not
d
e
t
e
c
t
a
si
g
n
if
i
c
an
t
differ
enc
e
in
a
t
t
i
t
u
d
es
o
f
s
t
u
d
e
n
t
s
tow
a
rds
val
u
e
s
a
c
c
ordi
n
g
t
o
the
i
r
fam
ilie
s
inc
o
m
e
l
eve
l
,
how
e
v
e
r,
t
he
y
de
t
e
cte
d
s
t
a
tist
i
ca
ll
y
sig
n
i
fica
n
t
di
ffe
re
nce
s
i
n
te
rm
s
of
s
oc
i
o
-e
con
o
m
i
c
le
vel
of
t
he
s
c
h
oo
ls
a
n
d
g
e
n
d
e
r
of
t
h
e
s
tud
e
nt
s
[14
]
.
F
o
r
re
c
e
n
t
s
t
udy
,
it
i
s
see
n
t
ha
t
econ
o
m
i
c
c
o
nd
iti
o
n
s
ha
ve
no
e
ffe
c
t
o
n
a
t
t
i
t
u
d
e
s
o
f
mu
sic
t
e
ac
he
r
c
a
n
didates
towards
the
educ
a
t
i
o
n
o
f
v
a
l
ue
s.
Tab
l
e 3.
Corre
la
tio
n
of A
t
t
i
t
u
d
e
tow
a
r
d
s
V
a
l
u
es
E
d
u
cat
i
o
n, Inco
m
e
a
nd G
P
A V
a
riab
les
to
E
ac
h O
t
her
Attitude
I
nc
o
m
e
Gpa
At
titude
r
s
–
-
0.
009
0
.
035
p
–
0.
92
0
.
7
1
In
c
o
m
e
r
s
–
-
0
.0
9
4
p
–
0
.
3
2
Gp
a
r
s
–
p
–
I
n
T
a
b
le
4
,
i
t
i
s
se
en tha
t
t
h
e
e
duca
tio
na
l
sta
t
us of
t
h
e
m
o
t
h
e
r
of
t
h
e
m
usic
t
ea
c
h
er
c
an
di
d
a
tes
ha
d
n
o
effec
t
on
t
h
e stude
n
t
a
tt
it
ude,
F
(2,
119)
= 0.
2
17,
p
=
.
8
0
,
a
n
d the
ed
uca
t
i
o
n
a
l sta
t
us
o
f t
h
e fa
the
r
d
i
d
not a
ffec
t
the
a
f
ore
s
a
i
d
a
t
t
itu
de,
F
(
2
,119)
=
0
.
4
4
8
,
p
=
.64.
I
t
ca
n
be
s
ai
d
t
h
a
t
t
h
e
e
duca
t
i
o
na
l
l
e
ve
l
of
t
he
m
o
t
her
or
fa
the
r
d
oe
s
n
o
t ha
ve
a s
ign
i
fic
a
n
t
i
n
fl
ue
nce
o
n
t
he
at
t
itu
de
s
o
f
t
h
e
mu
si
c t
eac
h
e
r
ca
ndi
d
a
te
s
to
wa
rd
s
ed
uca
t
i
on
of
v
a
l
ues.
I
t
is
kn
ow
n t
h
a
t
the
fa
m
il
y is a
n im
por
t
a
n
t
i
n
s
t
i
t
u
t
i
o
n
i
n
t
h
e
set
tlem
e
n
t
of
v
a
lue
s
. Fida
n
(2
0
0
9
) in o
ne
of
t
he
r
ese
a
rc
h
share
s
t
he
i
de
a
t
h
a
t
i
n
ge
ner
a
l,
t
he
d
e
t
er
mi
ni
n
g
fac
t
or
i
s
fa
mily
i
n
val
u
e
te
ach
in
g
o
f
t
e
a
c
h
er
c
a
n
d
i
d
a
t
e
s
and
t
h
e
v
a
lu
e
s
g
iv
en
a
t
sc
hoo
l
c
o
nsol
i
d
at
e
in
f
ami
l
y
[
11].
In
a
n
o
t
h
er
r
esea
rch
it
is
s
ta
te
d
t
h
at
fa
mil
y
p
la
ys
a
n
im
p
o
rta
n
t
ro
le
i
n
ter
m
s
of
g
a
i
n
i
n
g
v
a
l
ue
s
of
t
e
ac
her
ca
ndi
da
t
e
s
an
d
in
t
hi
s
ma
tte
r
fam
i
li
es
nee
d
e
d
t
o
be
e
duc
a
t
e
d
[
1
5
].
A
ltho
u
gh
i
t
i
s
w
i
de
ly
a
c
k
now
l
e
d
g
e
d
t
h
a
t
t
he
e
duc
a
t
i
o
na
l
s
t
atu
s
o
f
t
h
e
par
e
nt
s
is
impor
ta
nt
i
n
t
h
e
se
t
tlem
e
n
t
o
f
va
lu
es,
it
h
a
s
be
e
n
f
o
u
n
d
i
n
our
r
e
s
ear
ch
t
ha
t
t
h
e
e
d
uc
at
iona
l
l
e
ve
l
of
t
he
mothe
r
o
r
fa
t
h
e
r
doe
s
n
o
t
h
a
v
e
a
si
gn
i
f
i
c
a
n
t
inf
l
ue
nce
on
t
h
e
a
t
t
itu
de
s
o
f
t
he
m
u
s
ic
t
e
ache
r
c
a
n
d
i
date
s
t
o
wa
rd
s
v
a
l
u
es
e
d
u
c
atio
n
.
A
p
a
r
al
l
e
l
re
su
lt
w
as
r
ea
ch
e
d
b
y
Alt
u
na
y
a
nd
Y
a
l
ç
ınka
ya
(
2
0
1
1
).
T
hey
fou
nd
t
h
e
r
e
w
a
s
no sign
ific
ant d
i
ffe
renc
e
in
a
tt
itu
tes i
n
te
r
ms
o
f
p
a
renta
l
e
duca
t
ion
sta
t
us [1
2
].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 11
– 16
14
Tabl
e 4
.
AN
OVA Resu
lt
s
Con
c
erni
ng
th
e
V
ar
i
a
t
i
o
n
o
f
Atti
t
u
d
e
s
to
wards V
a
lue
Educ
a
t
i
on o
f
M
us
ic
T
ea
cher
Ca
nd
i
d
ates
i
n
Term
s of P
arent
a
l
Ed
uca
t
i
o
n Le
ve
l
E
du
c
a
t
i
o
n
N
M
SD
SS
df
MS
F
p
Mo
th
er
1
45
3
.
9
7
0.
64
0.
171
2
0
.
086
0
.
217
0
.
8
0
2
43
3
.
9
4
0.
62
3
34
3
.
8
8
0.
61
Re
sidu
a
l
46.
955
119
0
.
395
Fat
h
e
r
1
35
3
.
8
6
0.
62
0.
352
2
0
.
176
0
.
448
0
.
6
4
2
49
3
.
9
9
0.
67
3
38
3
.
9
3
0.
58
Re
sidu
a
l
46.
774
119
0
.
393
1
=
sec
ond
a
r
y
sc
ho
ol
a
nd
l
o
w
er
, 2 = high sc
hool,
3 =
t
wo
y
ear
d
e
g
r
ee
and
hig
h
e
r
Ta
b
l
e
5
s
h
ow
s
tha
t
t
her
e
i
s
n
o
s
i
g
nif
i
c
a
n
t
d
iffe
renc
e
in
a
tt
it
u
de
s
t
o
w
a
rds
va
lue
s
e
duca
t
ion
w
h
e
t
her
the
m
u
s
i
c
t
e
ac
he
r
can
d
i
da
tes
'
m
ot
hers
a
re
w
or
kin
g
o
r
n
o
t
,
U
=
1
41
9.5,
p
=
.1
6.
I
n
th
e
sam
e
w
ay,
w
h
e
t
h
e
r
fa
the
r
is w
o
r
k
ing
or n
ot d
oe
s no
t affec
t
fore
s
aid a
t
t
i
t
ude
si
g
n
if
i
c
an
t
l
y,
U
=
1
417.5,
p
=
.64.
Wh
ile
t
he
a
nsw
e
rs
t
o
t
h
is
q
ues
t
i
o
n
ar
e
in
t
e
rpr
e
ted,
i
t
sh
oul
d
b
e
take
n
in
to
c
o
n
s
i
de
ra
t
i
o
n
t
ha
t
som
e
stude
n
t
s
ma
rk
t
he
o
pt
ion
of
n
o
t
w
ork
i
n
g
f
or
t
he
r
e
tired
p
are
n
t
w
h
i
l
e
o
t
hers
m
a
r
k
the
w
o
rki
ng
o
p
t
i
o
n.
T
his
situa
t
io
n
c
r
ea
te
s
con
f
us
i
on
i
n
d
e
t
e
r
min
i
n
g
the
p
e
rce
n
ta
g
e
o
f
pa
r
e
n
t
s
w
ho
ne
ver
w
o
rked.
N
e
ve
rthe
less,
i
t
seem
s
t
h
a
t
the numbe
r
of
u
ne
m
p
lo
ye
d
m
o
th
ers
is
m
uch
hi
g
h
er
t
han
t
he
n
u
m
ber
of unem
p
lo
ye
d
fa
t
h
ers.
I
n
t
h
e
sam
e
w
ay,
it
i
s
s
e
e
n
t
h
a
t
t
he
w
orki
n
g
s
ta
t
u
s
of
t
he
m
o
t
he
r
ha
s
a
gre
a
ter
in
flue
nce
on
the
a
t
ti
tu
de
t
ha
n
t
h
e
w
o
rki
n
g
st
a
t
us
o
f
the
fa
the
r
,
a
ltho
u
gh
it
is
n
o
t
s
i
gnif
i
c
a
n
t.
I
n
t
h
is
c
a
s
e,
it
m
a
y
be
w
ron
g
t
o
sug
g
e
s
t
tha
t
unem
p
loym
e
n
t
o
f
m
o
t
he
r
d
o
e
s
n
o
t
a
ffe
c
t
t
he
a
t
t
i
t
ude
o
f
st
u
d
e
n
t
tow
a
rd
s
va
lue
s
e
d
u
ca
ti
o
n
.
In
T
ur
k
e
y,
t
he
mothe
r
r
an
ks first in the
fam
i
ly i
n c
h
il
d
e
duc
ati
o
n
[1
6].
"Ev
e
n
t
hou
gh
m
a
l
e
do
mi
n
a
ti
on
i
s
ob
serv
ed
a
s
a
resu
l
t
of
t
he
p
a
t
riar
c
h
al
s
truc
ture
o
f
t
h
e
trad
it
i
ona
l
Turk
is
h
soc
i
e
t
y
,
it
can
b
e
sa
id
t
ha
t
the
w
o
m
a
n
c
r
ea
t
e
d
a
silen
t
pow
er
a
ga
ins
t
t
he
m
ale
w
i
th
t
he
m
as
tery
o
f
ful
f
il
l
i
n
g
t
he
dome
s
tic
r
ole
[
16].
It
c
a
n
b
e
th
ou
g
h
t
t
h
at
t
he
in
flue
nce
o
f
t
h
e
m
ot
her
i
s
h
ighe
r
i
n
g
a
i
n
i
n
g
v
al
ue
s
ba
sed
o
n
t
h
i
s
v
i
e
w.
H
o
w
e
v
er,
e
v
en
t
h
oug
h
i
t
i
s
t
houg
ht
tha
t
,
mot
h
er
s
w
ho
d
o
n
o
t
w
ork
so
t
ha
t
the
y
h
a
v
e
cha
n
ce
t
o
s
p
en
d
m
ore
ti
m
e
w
it
h
th
eir
chi
l
d
ren
an
d
h
a
v
e
in
flue
nce
o
n
a
t
t
i
t
ude
s
tow
a
rd
s
t
o
v
a
l
ue
s
e
d
uc
at
ion
of
t
ea
c
h
er
c
andi
d
a
t
e
s,
i
t
shou
ld
n
o
t
b
e
fo
rg
ott
e
n
tha
t
t
h
e
teena
g
ers who a
r
e st
ud
y
i
n
g
a
t un
ivers
i
ty
a
w
a
y
from
their
home
a
nd
as the
ir age require
s
t
h
ey w
an
t
t
o
ha
v
e a
n
in
de
pen
d
e
n
t
l
i
fe
,
p
a
renta
l
i
nfl
u
e
n
ce
i
s dec
r
ea
sed.
Ta
b
l
e
5.
Mann
-
Wh
i
t
ne
y
U
Test
R
e
s
u
l
ts
C
o
n
c
e
r
ning
t
h
e
V
a
riat
io
n o
f
A
t
tit
ude
s tow
a
rds
V
a
lue
Ed
uca
t
i
on o
f
Mu
sic Te
ac
her
Ca
ndi
da
te
s
i
n
Ter
ms
o
f P
a
renta
l
Wor
k
i
n
g
S
tat
u
s
N
M SD
M
e
an
R
a
n
k
.
U
p
M
o
the
r
W
orking
4
2
3.
84
0
.
6
0
5
5
.
3
0
1419.
5
0
.
16
N
ot
w
orking
8
0
3.
99
0
.
6
3
6
4
.
7
6
Fa
t
h
e
r
W
orking
8
8
3.
94
0
.
5
9
6
0
.
6
1
1417.
5
0
.
64
N
ot
w
orking
3
4
3.
93
0
.
7
2
6
3
.
8
1
A
s
in
Ta
b
l
e
6, there
is no s
i
gn
ifica
n
t
e
f
fec
t
o
f the
m
a
ter
n
a
l
o
c
c
u
p
a
t
i
o
n on t
h
e
a
t
t
itu
de
t
o
w
ar
ds val
ue
s
educ
a
t
i
o
n,
H
(3)
=
2.
0
1
,
p
=
.
57.
L
i
k
ew
is
e,
t
here
i
s
no
si
g
n
i
f
i
c
a
n
t
e
ffe
c
t
o
n
the
foresa
id
a
t
tit
ude of the fa
ther
's
occ
upa
tio
n,
H
(7
)
=
8
.
00
,
p
=
.3
3.
A
lth
ou
g
h
t
her
e
i
s
n
o
s
ig
n
i
fica
nt
d
i
f
fe
re
nce
,
it
ha
s
b
een
d
e
t
ec
t
e
d
t
h
at
t
he
att
itu
des
of
t
h
e
s
tu
de
nt
s
o
n
v
a
l
ue
s
ed
uca
t
io
n
w
h
o
s
e
par
e
n
t
s
ar
e
w
or
kin
g
in
t
he
f
ie
l
d
o
f
educa
tio
n
a
r
e
l
o
w
e
r
and
the
at
t
itu
d
e
score
s of
t
he st
ude
n
t
s w
hose
pare
nts
are
w
o
r
k
i
ng
in
t
he
fi
e
l
d
o
f he
a
l
t
h
ar
e
hig
he
r.
N
o
s
i
g
ni
fican
t effec
t
on t
h
e a
t
t
i
t
ude
s of th
e
music teac
her ca
n
di
d
a
t
e
s
t
o
w
a
rd
s
v
a
lu
e
s
e
du
c
a
tio
n
of
t
h
e
pare
n
t
s'
o
cc
up
a
tio
n
has
been
d
ete
c
t
e
d
.
A
l
t
h
o
ugh
t
h
ere
i
s
n
o
sig
n
i
fica
nt
d
i
f
fer
e
nce
,
t
he
a
tt
i
t
u
d
es
o
f
t
h
e
p
a
re
nts
w
o
rki
n
g
i
n
t
he
educ
a
t
iona
l fie
l
d
are
e
xpe
cte
d
h
i
g
he
r in t
he
ir
c
h
i
l
d
re
n
'
s a
t
tit
ude
s tow
a
rds v
a
lu
e
s
e
duc
a
t
io
n, b
u
t
it
is
r
em
ar
kabl
e
tha
t
t
he
ir
a
tti
tu
d
e
s
a
r
e
am
o
n
g
t
h
e
low
a
t
t
i
tu
d
es
a
n
d
it
se
em
s
it
is
a
m
atter
t
h
a
t
n
ee
ds
t
o
b
e
con
s
i
d
ere
d
.
T
h
e
st
u
d
en
ts
w
h
o
s
e
pa
re
nts
ar
e
worki
n
g
in
t
h
e
f
iel
d
o
f
m
e
d
i
c
i
ne
,
a
tti
tude
s
c
o
re
s
tow
a
rds
v
a
lue
s
educ
a
t
i
o
n
t
e
n
d
to be
h
i
gher.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
A
tti
tude
s o
f
Pr
e-
Service
Mus
i
c
T
e
ac
hers T
o
wards V
a
l
u
e
E
duc
a
tio
n
i
n
T
u
rke
y
(Ö
zgür E
ğ
il
me
z)
15
Tab
l
e
6.
K
r
uska
l
-
Wal
l
is
T
est
Resu
lts
C
o
n
c
e
r
ni
ng t
h
e
V
a
r
i
a
t
i
o
n
of t
he
A
tti
tu
de S
cor
e
s of
M
u
s
ic
a
l
Ed
u
ca
tio
n
Ca
nd
i
d
ates
t
o
w
ar
ds V
alue
s
Ed
uca
t
i
on i
n
T
e
r
m
s
of
P
a
rental
O
ccupa
t
i
on
N
M
S
D
Mea
n
Ra
nk.
H
p
Mo
th
er
2.
01
0
.
5
7
E
duc
a
t
i
o
n
14
3
.
6
6
0.
53
18.
11
W
orke
r
14
3
.
9
3
0.
61
22.
93
S
e
l
f
-
em
ploym
ent
7
3.
8
1
0
.
7
4
21.
43
H
e
a
l
t
h
7
4.
0
4
0
.
6
1
25.
50
Fat
h
e
r
8.
00
0
.
3
3
E
duc
a
t
i
o
n
11
3
.
7
5
0.
60
35.
95
W
orke
r
20
4
.
0
8
0.
52
50.
00
S
e
l
f
-
em
ploym
ent
27
3
.
9
6
0.
69
45.
56
S
e
c
u
rity
7
3
.
6
9
0.
65
34.
57
M
a
n
a
g
e
r
9
4
.
0
1
0.
51
46.
39
H
e
a
l
t
h
3
4.
5
5
0
.
3
0
71.
83
E
ngi
nee
r
5
3
.
6
5
0.
53
31.
90
C
ivil
Se
rv
a
n
t
6
3.
9
3
0
.
4
4
42.
67
4.
CONCL
U
S
ION
Res
u
l
t
s s
h
ow
ed tha
t
at
tit
u
d
e score
s
d
id n
ot c
han
g
e acc
ord
i
ng t
o
ge
nde
r o
r
leve
l
o
f pare
n
t
s’ educa
tio
n
bu
t
ha
d
a
sig
n
i
f
ica
n
t
d
i
ffe
r
en
c
e
a
c
c
ordi
n
g
t
o
t
h
e
yea
r
s
t
ude
nts
w
e
r
e
in.
Scale
sc
ores
w
er
e
not
c
orre
l
a
te
d
wit
h
the a
m
ou
n
t
of
par
e
n
t
s’ inc
om
e
or stude
nt
s’ G
P
A
s.
I
t
i
s
seen
t
ha
t
the
ec
on
omic
s
tat
u
s
o
f
t
he
m
usic
t
ea
c
h
er
cand
i
d
at
es,
t
h
e
i
r
g
e
n
d
er,
t
h
e
educa
tio
na
l
st
a
t
us o
f the
i
r
fa
mili
es, the
ir p
rofess
ions a
n
d
the
ir w
ork
i
ng
s
tatus do not af
f
ect the
a
tt
i
t
u
d
e
s
of
mu
s
i
c
al
t
ea
ch
e
r
ca
ndi
da
te
s
tow
a
rds
va
lue
s
e
d
u
cat
i
on.
I
n
t
h
i
s
c
a
s
e,
i
t
is
s
ug
ges
te
d
t
h
a
t
m
usic
t
e
ache
r
c
and
i
da
t
e
s
'
a
t
t
itu
des
tow
a
rds
va
l
u
es
e
d
u
c
a
t
i
on s
h
o
u
ld
b
e
resea
r
che
d
w
it
h di
ffe
re
nt
v
a
ri
a
b
l
e
s
.
The
r
e
is
a
n
ee
d
f
o
r
fut
h
er
s
tud
i
es
w
it
h
larg
e
r
s
am
ples
i
n
whic
h
t
he
o
c
c
upa
t
i
ons
o
f
the
part
ici
p
a
n
ts’
mo
t
h
ers
a
r
e
det
e
rmi
n
ed
p
re
c
i
se
l
y
b
y
gi
vi
ng
m
o
r
e
o
p
ti
on
s
i
n
t
h
e
s
u
r
v
e
y
w
i
l
l
p
r
o
b
a
b
l
y
g
i
v
e
m
o
r
e
a
c
c
u
r
a
t
e
results
since
in
t
his
cur
r
ent
st
ud
y
some
o
f
the
part
ic
ipa
n
ts
h
a
d
to
c
h
o
o
s
e
‘not
w
ork
i
ng’
o
pti
on
f
o
r
the
i
r
retired m
others
.
F
u
rtherm
ore
,
m
or
e
resea
r
ch
i
s
ne
e
d
ed
t
o
be
c
arrie
d
o
ut
t
o
com
p
a
re
t
he
a
t
t
i
t
ude
s
of
t
he
m
usic
t
eac
her
ca
ndi
da
te
s
t
o
w
a
rds
val
u
es
e
duca
t
io
n
a
n
d
t
h
e
a
tti
t
ude
s
of
t
he
t
e
a
c
h
er
c
a
n
d
i
da
tes
w
ho
are
st
u
dyi
n
g
i
n
d
e
p
a
r
t
m
e
n
t
s
i
n
t
h
e
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
s
o
t
h
a
t
i
t
c
a
n
b
e
d
e
t
e
r
m
i
ne
d
a
t
w
hic
h
l
e
v
e
l
t
he
a
tt
itu
des
o
f
t
he
m
usi
c
teac
her
ca
ndi
d
a
te
s
are
sim
i
la
r to the
o
t
h
er
t
e
ache
r
cand
i
da
t
e
s.
Whe
n
a
r
esea
rch
is
c
arr
i
e
d
o
ut
t
o
com
p
are
be
tw
ee
n
a
t
ti
tu
des
of
pre-
serv
ice
m
u
s
i
c
te
ac
he
r
can
d
i
da
tes
and
in-ser
vic
e
m
usic
t
e
a
c
h
e
r
s
t
o
w
a
rds
va
lue
educ
a
tio
n
w
i
l
l
pr
ob
a
b
l
y
h
e
l
p
to
o
bta
i
n
vita
l
data
c
o
n
cer
n
i
ng
the
implem
e
n
ta
t
i
o
n
leve
l
o
f
t
h
e
v
a
lue
s
e
duca
tio
n.
REFE
RENCES
[1]
Türk
D
il Kuru
mu Bü
y
ü
k
Sö
z
l
ü
k
. [cit
e
d
20
17
Ju
l
y
12
]. Av
a
ilable
from:
ht
tp:/
/ww
w
.
t
dk.go
v.
tr/i
nd
ex
.
p
hp?
op
tio
n=co
m
_
b
t
s&aram
a=k
e
l
i
me&g
ui
d
=
TD
K.GTS.
5
9
6
5
3
b1e5
5
a8
02
.
5
2
568
91
1
[2]
A.
K
ıl
ıç,
et al.
,
“
Ö
ğretmen
Görüşl
erine
G
ö
re
Ö
ğretm
e
n
Dav
r
anı
ş
l
a
rı
n
ı
n
Değ
e
rler
Eği
timi
Açısında
n
İn
ce
l
e
nm
es
i,”
AK
U,
K
u
ra
ms
a
l
E
ğ
it
imb
i
l
i
m
Der
g
isi,
v
ol/i
ss
ue
:
9
(
3
)
,
pp
.
4
41-4
6
0
,
2
01
6.
[3]
B.
K
ılcan,
“İl
k
öğretim
6
.
Sını
f
S
o
s
y
a
l
B
i
l
g
i
l
e
r
Ö
ğ
r
e
t
i
m
P
r
o
g
r
a
m
ı
n
da
Y
er
A
lan
Değerl
er
Ö
ğretimine
İlişk
i
n
Öğretmen
G
örüşleri-
K
ı
rşehir
İ
li
Örneği
,”
P
hD
[
disser
t
a
t
i
on].
N
iğ
de:
Ni
ğde
Üniversitesi
S
osyal
B
i
l
i
mler
E
ns
t
i
tüsü.
20
09
.
[4]
H.
Ö
zbek,
“Değe
r
l
e
r
eğitiminde
m
us
i
k
i
n
i
n
y
er
i,
”
SD
(
S
a
ğ
l
ı
k Dü
ş
üncesi
ve
T
ı
p Kü
ltürü)
Dergisi
,
v
o
l.
4
1
,
pp.
2
6-27,
20
17
[5]
N.
C
i
h
an
,
“
O
k
u
l
lard
a
Değerl
er
E
ği
tim
i
ve
T
ürk
i
y
e
’deki
Uygula
ma
y
a
B
i
r
B
a
k
ı
ş
,
”
Tu
rki
s
h
St
ud
i
e
s - In
ter
natio
na
l
Per
i
odica
l F
o
r
T
he L
a
ng
uag
es,
Lit
e
ra
t
u
r
e
an
d
His
t
o
r
y of T
u
rk
i
s
h
or
T
u
r
k
ic,
vo
l/is
sue:
9(2)
, pp.
42
9
-436, 2014.
[6]
Mi
l
l
i Eği
t
i
m
Ba
k
anlı
ğ
ı
(M
E
B)
. [
ci
ted 2017
J
uly
25]
.
Av
ailable
f
r
om:
ht
tps://t
e
g
m
.m
eb
.
g
o
v
.t
r/m
e
b
_
iys_do
sy
alar/2
01
7_
0
6
/
0
9
1
6
3
3
58_
MYzi
k
_D
ersi
_
Y
Y
r
etim
_P
rog
r
am
Y
.
p
d
f
[7]
H.
O
.
E
ğ
ilm
ez,
“
Eff
ects
of
S
o
n
g
s
C
on
tai
n
in
g
Soci
al
M
ess
a
ges
on
the
P
e
rcept
i
o
n
s
o
f
R
om
ani
Stu
d
en
ts
a
bo
ut
S
o
ci
al V
alues
,
”
An
th
r
o
p
o
l
o
g
i
s
t
,
v
o
l/issue:
24
(
2
)
,
p
p
. 59
1
-
59
7,
20
1
6.
[8]
B.
K
arag
öz,
“İlkö
ğ
ret
i
m
Öğ
ren
c
i
l
eri
n
e
Değ
e
rle
r
i
n
O
kul
Ş
arkıları
Y
olu
y
la
K
azand
ı
rı
lm
ası,”
Ph
D
[diss
e
rta
t
io
n
]
,
İnönü Üniversit
e
si Eğit
i
m
B
ilim
leri E
n
s
titüsü, 2013.
[9]
N.
K
arasar,
“
B
ilim
sel
araştırm
a
yönt
emi,
”
14th
ed
.
A
nk
ara,
No
b
e
l
Yay
ı
n
Dağıtım
, 2
00
5.
[10]
C.
Y
aşaroğ
lu,
“S
ınıf
Ö
ğretm
e
n
l
eri
n
i
n
D
eğerler
Eğiti
m
in
e
Yö
ne
li
k
T
u
t
u
m
la
r
ı
n
ı
n
Ç
e
ş
i
t
l
i
D
e
ğ
i
şk
e
n
l
e
r
Aç
ıs
ın
da
n
İncel
enm
e
si
,”
Th
e Jo
urn
a
l
o
f
Acad
emi
c
So
cia
l
Scien
ce S
t
u
d
ies
I
n
ter
natio
nal
Jour
na
l
of
So
cial
Scien
ce,
v
ol
.
2
7
,
pp
.
50
3-5
15,
2
0
1
4
.
[11]
N.
K
.
Fid
a
n,
“
Ö
ğ
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ı
n
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eğer
Ö
ğ
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etim
i
n
e
İl
işkin
Gö
r
üşleri
,
”
K
u
rams
a
l
E
ğ
it
i
m
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i
lim
Dergi
s
i
,
vo
l/issue:
2
(2
),
pp.
1
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,
2
00
9.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N: 2
2
5
2
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88
22
I
J
ERE
V
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o.
1
,
Mar
c
h 20
1
8
:
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–
16
16
[12]
E
.
A
ltu
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d
M
.
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alç
ı
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ay
a,
“
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v
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l/issue:
17
(
1), p
p
. 5-2
8,
2
01
1.
[13]
Y
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d
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Y
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ı
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ğ
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i
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i
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l
/iss
u
e
:
6
(1
),
p
p.
311
-32
8
,
2009.
[14]
M
.
N
.
G
ö
mlek
si
z
and
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C
üro,
“
S
o
s
y
al
B
i
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gil
e
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i
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ğ
reti
m
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ın
da
y
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an B
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isi
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ss
ue
:
8
(
1
)
,
p
p.
9
5-1
3
4
, 20
1
1
.
[15]
T
.
Y
aza
r,
“
Öğ
retm
en
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ın
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ın
dak
i
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”
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m E
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m D
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is
i
,
vol/
i
s
s
u
e
:
2(1
)
, pp
. 6
1-6
8
,
2
01
2.
[16]
E
.
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zens
e
l,
“
Türk
T
o
p
l
u
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n
d
a
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vo
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s
su
e:
2
(6)
, p
p.
77
-
9
6
, 20
0
4
.
BIOGRAPHI
E
S
OF
AUT
HORS
Ö
z
gü
r
EG
ILMEZ
i
s
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i
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u
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e
part
men
t
a
t
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l
u
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n
i
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r
s
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y
,
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u
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s
a
,
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u
rk
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e
c
om
p
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h
i
s
M
asters
o
f
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r
ts
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m
u
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(
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t
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ka
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u
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f
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p
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h
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h
e
t
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t
m
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a
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kara
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rts
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.
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tly
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t
each
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m
a
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in,
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l
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u
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u
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us
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du
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e
partm
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t
a
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l
u
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p
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u
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u
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re
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u
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p
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and
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a
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th
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ram
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o
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eachi
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t
aff
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o
f
Erasmus+
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rogram
h
e
also
t
aught
in
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zeged
U
ni
versi
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y
,
H
un
gary
(
20
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and
p
l
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ed
T
u
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h
f
o
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k
s
on
g
s
w
it
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olk
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u
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rosi
(
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r
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ll
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(2
01
3),
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and
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u
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e
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run
a
(
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n
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i
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hd
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niver
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a
ti
ce
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NURAY
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I
L
ME
Z
is
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s
s
ocia
ted
proffesor
in
M
usi
c
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ducatio
n
Dep
a
rtm
e
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t
a
t
Ul
udag
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n
i
v
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,
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urk
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y.
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he
c
om
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h
er
M
as
ters
o
f
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r
ts
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gree
(1
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a
nd
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octo
r
o
f
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yl
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oph
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(2
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in
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at
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azi
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A
n
k
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ra,
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ey.
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h
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i
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m
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.
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h
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pers
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t
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eren
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e
s
in
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urk
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u
l
garia,
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reece,
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u
n
g
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ry,
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p
ai
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and
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an
.
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h
e
al
s
o
w
r
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m
a
n
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o
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r
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ls.
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e
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ra
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oo
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u
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d
u
c
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t
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e
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t
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t
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l
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ag
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n
i
v
e
rs
it
y
.
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n
t
h
e
f
r
ame
o
f
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eachin
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aff
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o
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ilit
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of
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us
+
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r
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m
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h
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un
gary
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t
h
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on
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o
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(2
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lf
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asel
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(
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t
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ly
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on
se
rv
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ori
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u
p
e
r
io
r
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e
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u
si
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p
a
i
n
.
D
o
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Eng
ü
r
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r
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ch
a
ssi
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in
M
u
s
i
c
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ducat
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n
Depart
me
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t
Ul
udag
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v
ersity
w
here
h
e
t
eaches
c
o
u
r
ses
o
n
m
usic
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h
e
ory.
H
e
h
a
s
P
h
.D
i
n
M
u
s
i
c
Educat
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o
n
,
M
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i
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d
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ses
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ment
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d
u
cati
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in
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usic
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ca
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in
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o
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s
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u
sic
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n
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ev
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tio
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u
s
ic s
oci
o
lo
gy and
m
u
sic p
s
y
c
ho
lo
g
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.