Abstract:

The purpose of this research is to examine the relationship between pre-service teachers’ moral maturity levels and their perceptions of values teaching. This descriptive research was carried out using the relational screening model. The population of the study consists of 2200 teacher candidates studying in the Pedagogical Formation Program of a state university located in the southeast of Turkey. The sample of the study consists of 314 pre-service teachers studying in various programs selected by the random sampling method. As a data collection tool in the research; the “Moral Maturity Scale” and “Activities Used in Value Teaching and Views on Value Teaching Scale” were used. The data obtained from the study were analyzed with the SPSS software. In the analysis of the data; Independent Sample t-Test, One-Way ANOVA, and Simple Linear Regression Analysis were used. As a result of the research, it was seen that the moral maturity levels of the teacher candidates and their perceptions towards value teaching were at a high level. There was no significant difference between pre-service teachers’ perceptions of moral maturity and value teaching with respect to variables such as gender, age, department, and grade level. Finally, it was revealed that pre-service teachers’ moral maturity scores were a significant predictor of the family's role and value teaching total scores.

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