Özet:

The aim of this study is to examine the level of being idealist of teachers and their perception of personal and professional characteristics related to being idealist teacher characteristics. For this purpose, the mixed method design of integration/diversification was used. In Kahramanmaraş province, 327 teachers who are attained with maximum diversity exemplification method constitute the quantitative study group of research, and 70 teachers separate from the quantitative study group constitute qualitative study group of research. As data collection tool, idealist teacher scale, demographic data sheets, and open-ended surveys were applied to participants online. Quantitative data analyses of the study are analyzed with descriptive statistical methods, independent sample t-test and one-way analysis of variance (ANOVA), qualitative data analysis are analyzed with content and descriptive analyses. Quantitative results show teachers are at a high level of being idealist, that there are significant differences in favour of primary school teachers compared to secondary and high school teachers, and that classroom teachers are significantly more being idealist than verbal section teachers. According to the qualitative findings, teachers identify personal characteristics of an being idealist teacher as innovative, aimful, hard-working, determined, inquisitive, future-oriented, farsighted, a fighter, reads a lot, stimulating, positive, communicative, a leader, open-minded, fair, tolerant, problem-solver, tenacious, patient, loving, confident; they identify professional characteristics of an being idealist teacher as clued up, knowledgeable, tactful and organized, knows about the technology, punctual, student-centered, capable of teaching in all conditions, productive, well-equipped, continuous self-improvement, self-sacrificing, loves his profession, accepts all students, up-to-date about recent developments, dedicated, role model, that raises virtuous people.

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