Özet:

The educational belief is a concept structured on the basis of the educational philosophy and which shows the individual’s perspective on educational elements. This concept is one of the most important factors that determine the course of education and is based on educational philosophies. In this context, the study aims to study the relationship between teachers’ educational beliefs and professional qualification perceptions. During the research process, these two facts have also been discussed in terms of gender, age and task-made stage variables. Yılmaz, the scale of the teacher self-capacity perception developed by Schwarzer, Schmitz and Daytner (1999) with the scale of educational beliefs developed by Altınkurt and Multiple (2011) was used to collect data in the research process. The examples of the study are made up of 279 teachers working in Afyonkarahisar. The results of the analysis have shown that teachers have adopted the most existential philosophy. The least accepted philosophical approach was fundamental. According to the results of the analysis, a significant differentiation has been found according to gender, professional age and stage variables in the task. As a result, it has been seen that teachers with a low vocational status, who engage in basic education and women teachers have more orientations to contemporary educational philosophies. It has also shown that there is a meaningful and positive relationship between teachers’ educational beliefs and professional qualification perceptions. It is also found that teachers who are close to contemporary educational philosophies have a high perception of professional qualifications.