Cognitive fictions of classroom teachers about the values they possess: A phenomenological analysis

The purpose of the present study is to examine cognitive fictions of classroom teachers about the values they possess. The study was designed with a phenomenological pattern, which is a qualitative research pattern. It was conducted with 20 classroom teachers who work in the central Yakutiye district of Erzurum who were chosen via criterion sampling method which is a purposeful sampling method. Data were collected with the repertory grid form based on the structured interview technique. Content analysis was used in data analysis. Two hundred cognitive fictions and 11 cognitive fiction groups were obtained at the end of the study. Among these groups, tolerance, trustability/honesty and diligence composed the main fiction group of many participants. Helpfulness, equality, sharing and social sensitivity groups were determined not to be main fiction group of any participant.