Özet:

It is possible for children to become socially beneficial individuals with a gradual education, from pre-school to higher education. One of the important responsibilities of education is to create, strengthen and ensure the durability of these behaviors in schools. As a feature gained through education, responsibility is defined as the performance of the individual’s duties according to age, gender and level of development, starting from early childhood. In the context of this study, the principles and principles contained in the field in relation to responsibility education, the subject of whether they are transmitted to practice in school education, the teachers who work in primary schools have been questioned about the responsibility education strategies implemented in the educational processes. For this purpose, faced-faced conversations were held with 42 class teachers with different characteristics in terms of school, year of service, age, and gender. The research data was obtained through the interview form developed by researchers to be used in conversations with teachers. The conversations recorded with the help of the audio recording device were conducted in the schools where the teachers were employed and took an average of 30 minutes. Teachers are asked whether they give their students various responsibilities, what they know about responsibility education, what they often do, why they can’t do, and what they need about the subject. The study data revealed that teachers prefer the most telkin path and follow an informative path.