Özet:

Abstract In this study, the ability of class teachers to adjust their perceptions about the teaching profession is studied. Relational scan model was used in the research. Teachers' teaching style preferences are measured through the "Teaching style scale" adapted to Turkish by Grasha (1996) developed by Üredi (2006). Teachers’ perceptions about the teaching profession have been measured through the "Teachers' perception scale" developed by Obesman and Acat (2003). Measurement tools have been applied to 681 class teachers who work in 49 primary schools located in the provinces of Kadıköy, Üsküdar, Ümraniye, Kartal, Maltepe and Sultanbeyli. Multiple regression analysis has been applied to the data to identify the ability of class teachers' perceptions about the teaching profession to use their preferred teaching styles. The study found that teaching profession perception explained 5.4 percent of the specialized teaching style, 4.7 percent of the authority teaching style, 8 percent of the personal model teaching style, 12.7 percent of the facilitating teaching style, and 10 percent of the representative teaching style. The findings also showed that field knowledge perception is a meaningful contributor to specialized and authorized teaching styles; professional formation and field knowledge perception is a personal model, facilitating and representative teaching styles.