The examination of the views of primary school teachers and pre-service primary teachers on European Union citizenship from the point of different variables

The aim of this study is to determine the view of primary school teachers and pre-service primary teachers on European Union citizenship. This study is a descriptive and quantitative research in survey methodology. The data of the research was collected from 207 primary school teachers teaching in 22 primary school in the city center of Kırşehir and 282 pre-service primary teachers studying in Department of Primary Education, Faculty of Education, Ahi Evran University, As the data collection tool, two different Personal Information Forms for teachers and pre-service teachers and View on European Union (EU) Citizenship Questionnaire were used. Arithmetic Mean ( ), standard deviation (sd), independent samples t-test, factor analysis, analysis of variance (ANOVA) and Scheffe test were applied to the data collected from teachers and pre-service teachers. At the end of the research, it was found that in comparison to pre-service primary teachers, primary school teachers evaluated EU citizenships as more active citizens. Also, it was determined that both primary school teachers and preservice primary teachers were indecisive about whether or not EU citizens included socio-cultural negativity. Besides, it was seen that both primary school teachers and pre-service primary teachers thought that EU citizens were individually developed in terms of economy and they had awareness in point of rights and responsibilities.


INTRODUCTION
In modern times, schools are regarded as one of the most important tools educating a generation and creating a society.Thus, states use schools for educating their citizenships by having them gain a citizenship consciousness (Kahveci, 2013;Yeşil, 2002).Schools are very significant institutions raising citizens being loyal to their countries.In this context, one of the most important aims of schools is to have people gain citizenship consciousness and responsibility (Bîrzea, 2000;Ross, 2004).Citizenship education is stated in curriculum in two different ways: the subject approach and the crosscurricular approach (Eurydice, 2012).In Turkey, education citizenship is applied in both ways (Ministry of National Education (MNE), 2006).
Turkey-European Union (EU) relations, which started in 1959 and became official in 1963 with The Ankara Agreement, reached a crucial level by deciding to enter into negotiations in 2005 (Ministry for EU Affairs, 2013).As a result of this process, the views of Turkish people on EU and orientating of Turkish people to EU has been an important factor for a possible full membership of Turkey.If Turkey becomes a full member of EU, Turkish people will also become EU citizens.Because, in The Maastricht Treaty in 1993, it was expressed that "each of citizens of EU states are also EU citizens" (Kaya, 2013), thus a citizenship concept of EU was firstly seen in the literature.
Today, there are different approaches about Turkey's full membership in EU among Turks.While some people say that being a full member in EU will be very advantageous for Turkey (Şahin, 2011), other people says Turkey will incur losses in terms of political, social, cultural and economical aspects (İnaç, 2005) and the others claim that EU will never accept Turkey as a full member (ISRO, 2006).On the other hand, especially recent statements made by politicians and initiatives for full membership show that Turkey still has a government policy to become a full member.
These incompatible approaches may derive from the significant lack of information of both Turkish and EU citizens about Turkey's membership process.Hence, if Turkey still has an aim and policy to become a full member in EU; in addition to political and legal regulations, Turkey should raise its citizens' consciousness about EU citizenship due to both accelerate the process and ensure the integrity with EU after a full membership.
Education plays a crucial role in order to have Turkish citizens gain a right point of view on EU and EU citizenship.According to Erginer (2006), raising EU citizenship consciousness is definitely or vaguely regarded as a main principal in the objectives part of EU states' education systems.According to most researchers (Çubukçu and Gültekin, 2006;İbrahimoğlu, 2009;Sağlam, 2012), children considerably gain basic value judgments at primary education period (between the ages of 6-12).Therefore, the education process raising EU citizenship consciousness of children should necessarily begin at primary school.It has been mostly stated by researchers (Güven and Şahin, 2003;Karaman, 2008) that in this process, especially the attitudes and behaviors of teachers have a great influence on personality development and perspectives of students.
Hence, it is very important that primary school teachers should have a positive view on EU and EU citizenship.In this way, diffusion of EU culture and overcoming the orientating problems might be easier.Therefore, it is crucial to determine the views on EU and EU citizenship of primary school teachers, who play significant roles in citizenship education.This is the main issue of this study.
In the literature, there aren't any studies examining the views of primary school teachers and pre-service in EU and EU citizenship about the examination of perspective.
On the other hand, the research of the data, primary school teachers and pre-service teachers of Turkey in EU and EU citizenship about true perspective about research of education may think of the scope of the guiding.In addition to this, it foretaste a research results in same issues but different educational step and extent.However, primary school teachers and pre-service primary teachers about EU and EU citizenship is limited in educational research.The different relationship between two pictures in Turkey and EU will be specified in different evaluations.Schools which are planned educational institutions (Doğan, 2012;Tezcan, 2012), and teachers, who have influence on students (Güven and Şahin, 2003;Karaman-Kepenekçi, 2008) have crucial roles to practice such education.Thus, primary school teachers should have a point of view and carry out their work in parallel with this aim.In this regard, it is important to determine what kind of point of view primary school teachers, who play significant role in citizenship education, have on EU and EU citizenship.This issue is the main problem of this study.

Aim of the research
The main aim of this research is to view primary school teachers working in primary schools and pre-service primary teachers studying at faculty of education, primary education department on EU and EU citizenship.In this context, the following questions were tried to be answered: 1. What are the views of primary school teachers and preservice primary teachers on EU citizenship?2. Is there any differentiation between the views of primary school teachers and pre-service primary teachers on EU citizenship?3. Is there any differentiation between the views of primary school teachers and pre-service primary teachers on EU citizenship according to their genders, their thoughts about being a full member in EU and the identity type using to identify themselves?Of these teachers, 75 of them are women and 132 are men; also 31 of them have taught between 1 to 9 years, while 41 have taught between 10 to 18 years, 90 have taught between 19 to 27 years and 45 of them have taught for 28 years and over.Of these students, 43 of them were freshmen, while 71 were sophomore, 87 were junior and 81 of them were senior; also 218 of them were women and 64 were men.

Data collection
The data of the research was collected by "Personal Information Forms" and "View on European Union Citizenship Questionnaire (VEUCQ)" from the target teachers and pre-service teachers groups.

Personal information forms
They were prepared for both teachers and preservice teachers to collect data about independent variables of the research, and the one for teachers consisted of 13 questions while the other one for pre-service teachers had 18 questions.

View on European union citizenship questionnaire (VEUCQ)
It is a six point likert scale consisted of 37 items gathered under three factors and developed by the researchers.The first factor's name is "Socio-cultural Negativeness (SN)" (14 items), the second one's name is "Active Citizenship (AC)" (14 items) and the third one is "Personal Development/Consciousness (PD-C)" (9 items).The factors were given these names because of their contents.There are six choices across the items in the scale which are "(0) No Idea and Thought", "(1) Absolutely Disagree", "(2) Disagree", "(3) Indecisive", "(4) Agree" and "(5) Absolutely Agree".
In the development process of VEUCQ, an item pool consisted of 88 items which was created by literature review and interviews with teachers and preservice teachers.These items were examined by two specialists in their field and two grammarians in terms of content and expression.In the end, a draft scale including 55 items were developed.By getting required permissions, the draft scale was applied to 207 teachers and 282 preservice teachers described under the study universe title of the research.
Validity analysis of the scale was made by 1 exploratory factor analysis and 2 item-total correlation; reliability analysis of it was made by examining the Cronbach's Alpha internal consistency coefficient.During the exploratory factor analysis, firstly KMO test and Bartlett test were done; due to the fact that KMO value was found as 0.899 and Bartlett test values were found as x 2 =11265.282;sd: 1485 and p<.001, it was understood that factor analysis could be done on the data.After factor loading examination, the items which have loading below 0.30 and a difference below 0.100 between their loadings in the factors were removed from the scale (Büyüköztürk, 2012).When these items were removed, at last there was a scale which consisted of 37 items under three factors.The scale's KMO value was found as 0.896 while Bartlett Test values were found as x 2 =7247.198;sd=666; p=0.000 (p<0.001).The item-total correlation values (p<.01) done on the data by Pearson's r test showed that it is a valid scale because of each items being suitable with the aim of the scale (Tekin, 2008;Büyüköztürk, 2012;Yeşil, 2010).
After validity and reliability analysis, factor loading ranges, eigenvalues, sums of variance and Cronbach alpha reliability coefficients of the items in the factors are shown in Table 1.

Data analysis
On the data of the research, arithmetic mean and standard deviation values were primarily calculated as descriptive statistic.
To test the differentiation according to independent variables, Levene test, independent sample t test, ANOVA test and if required Scheffe test was used.When arithmetic mean values of the view of teachers and preservice teachers on EU citizenship were interpreted, the values between 1.00 to 1.80 were considered as "absolutely disagree", between 1.81-2.60 as "disagree", between 2.61-3.40 as "indecisive", between 3.41-4.20 as "agree" and the ones between 4.21-5.00as "absolutely agree".In difference tests, the level of p<.05 was seen as significant.

RESULTS
The results found at the end of the research are shown and explained below in Tables 2, 3 and 4.

The views of primary school teachers and pre-service primary teachers on European Union citizenship
The views of primary school teachers and pre-service primary teachers on EU citizenship are seen according to the sub-factor of the scale in Tables 2, 3 and 4. As seen in Table 2, the assessments of primary school teachers showing the level of their agreement with the items on EU citizenship stated in SN factor varied In SN factor, the characteristic of EU citizenship teachers criticized at most was "being under the influence of Christian culture" and "not seeing Turkey and Turkish citizens belong to Europe".In this context, pre-service teachers chiefly criticized EU citizens in terms of the issues of "not seeing Turkey and Turkish citizens belong to Europe" and "having poor relationships such as friendship, neighborhood or affinity".As seen in general Mean, it was determined that primary school teachers and preservice primary teachers were indecisive about the fact that EU citizens have characteristics including sociocultural negativeness.
As seen in Table 3, the assessments of primary school teachers on EU citizens from the point of characteristics stated in AC factor varied between = 2.96 and = 4.01, while the preservice primary teachers' varied between When primary school teachers evaluated EU citizens in terms of characteristics in AC factor, they mostly described them as "being conscious about democratic legal remedies such as voting or petitioning".Also, both teachers and preservice teachers expressed that EU citizens are "self-confident and they behave inventively and easily in their social life".As seen in general mean, it was determined that primary school teachers saw EU citizens as active citizens but preservice primary teachers were indecisive about this.
As seen in Table 4, the assessments of primary school teachers on EU citizens in terms of the level of having characteristics stated in PD-C factor varied between = 3.22 and = 3.92, while the preservice primary teachers' varied between =3.32 and =3.79.From the point of characteristics in PD-C factor, teachers mostly defined EU citizens as "being responsive to environmental pollution, animal rights, etc. and don't refuse to take responsibility about these".It was also seen that preservice teachers mostly thought that EU citizens had

The differentiation of the evaluations of primary school teachers and preservice primary teachers
The findings of the differentiation of the view of primary school teachers and preservice primary teachers on EU citizens/citizenship are given in Table 5.
In Table 5, the evaluations of teachers on EU citizens/ citizenship varied between =3.36 and =3.65, while preservice teachers' varied between =3.19 and =3.59.While the evaluations of teachers and preservice teachers on EU citizens/citizenship significantly differentiated in SN and AC factor on behalf of teachers (p<0.05), it was determined that there was no significant differentiation (p>.05) in PD-C factor.

The differentiation of the view of primary school teachers and preservice primary teachers on eu citizens/citizenship according to genders
The findings of the differentiation of the view of primary school teachers on EU citizens/citizenship according to genders are shown in Table 6.As seen in Table 6, the evaluations of female teachers ranged between =3.73 and =3.56, while male teachers' ranged between =3.37 and =3.64.There was no significant differentiation between the evaluation of male and female teachers in terms of each factors (p>0.05).The findings of the differentiation of the view of preservice primary teachers on EU citizens/citizenship according to genders are shown in Table 7.
As seen in Table 7, the evaluations of female preservice teachers varied between =3.17 and =3.61, while male preservice teachers' varied between =3.27 and =3.51.There was no significant differentiation between the evaluation of male and female preservice teachers in terms of each factors (p>0.05).

The view of preservice primary teachers on EU citizenship according to their class level
The view of preservice primary teachers on EU citizenship according to their class level was researched.ANOVA and Scheffe test were done to determine the significance of differentiation according to class level and it was shown in Table 8.Table 8 views the preservice of primary teachers on EU citizenship according to their class level.
As seen in the table, while there was no significant differentiation in terms of socio-cultural negativeness factor (p>0.05), a significant differentiation was found in active citizenship and personal development/ consciousness factors (p<0.05).After Scheffe test, it was determined that there was a significant difference of

The differentiation of the view of primary school teachers and preservice primary teachers on EU citizenship according to their thoughts about full membership of Turkey in EU
The arithmetic mean and standard deviation values of the view of primary school teachers and preservice primary teachers on EU citizenship according to their thoughts about full membership of Turkey in EU and ANOVA and Scheffe test results which were done to determine the significance of differentiation were given in Tables 9 and 10.
In Table 9, the view of primary school teachers on EU citizenship according to their thoughts about full membership of Turkey in EU was shown.Accordingly, while there was no significant differentiation in teachers' thought in active citizenship factor (p>0.05), it was determined that there were significant differentiations in sociocultural negativeness and personal developmentconsciousness factors (p<0.05).In socio-cultural negativeness factor, the teachers who thought that full membership of Turkey in EU would be "bad" evaluated EU citizenship including more socio-cultural negativeness in comparison with the ones who thought that it would be "good" and "very good".In personal developmentconsciousness factor, in comparison with the ones who thought that full membership of Turkey in EU would be "very bad", the ones who thought that it would be "very good" saw EU citizenship as being personally more developed and having more consciousness.Also, the teachers who thought that Turkey's full membership in EU would be "good" and "very good" and the ones who were "indecisive" about this supposed that EU citizenship included being personally more developed and having more consciousness in comparison with the ones who thought that full membership would be "very bad".The views of preservice primary teachers on EU citizenship according to their thoughts about full membership of Turkey in EU are shown in Table 10.As seen in the table, it was understood that while there was no significant differentiation in preservice teachers' views according to their thought on full membership of Turkey in EU in active citizenship factor (p>.05), there were significant differentiations in socio-cultural negativeness and personal development/consciousness factors (p<.05).Therefore, Scheffe test was done to determine the source of differentiation.After the test, in socio-cultural negativeness factor, the teachers who expressed that full membership of Turkey in EU would be "very bad" thought that EU citizenship included more socio-cultural negativeness in comparison with the ones who were "indecisive" about the full membership.In personal development/consciousness factor, in comparison with the ones who said that full membership of Turkey in EU would be "very bad", the ones who thought that it would be "very good" explained that EU citizenship should be evaluated as being personally more developed and having more consciousness.

The differentiation of the view of primary school teachers and preservice primary teachers on EU citizenship according to the identity type using to identify themselves
The view of primary school teachers and preservice primary teachers on EU citizenship according to the identity type using to identify themselves were examined.It was told to teachers and preservice teachers that they could optionally not answer the question in Personal Information Form which asked them what kind of identity they primarily used to identify themselves.So, all of the teachers and preservice teachers in sample group did not participate in the research in this context and %93 of teachers and %81 of preservice teacher approximately participated in.The arithmetic mean and standard deviation values of the view of primary school teachers and preservice primary teachers on EU citizenship according to the identity type using to identify  11 and 12.In Table 11, the evaluations of primary school teachers on EU citizenship according to the identity type using to identify themselves were given.Accordingly, it was understood that while there was no significant differentiation in preservice teachers' views according to the identity type using to identify themselves in active citizenship factor (p>.05), there were significant differentiations in socio-cultural negativeness and personal development/consciousness factors (p<.05).In socio-cultural negativeness factor, in comparison with the teachers who identified themselves as global citizens, the ones who preferred ethnic and religious identity and the ones identifying themselves as citizens of Turkey expressed that EU citizenship included more socio-cultural negativeness.In personal development/consciousness factor, the primary school teachers who identified themselves as global citizens saw EU citizenship as being personally more developed and having more consciousness in comparison with the ones who identified themselves as citizens of Turkey.
The views of preservice primary teachers on EU citizenship according to the identity type using to identify themselves were shown in Table 12.Accordingly, it was determined that there was no significant differentiation in preservice teachers' views according to the identity type using to identify themselves in none of the factors (p>.05).

DISCUSSION AND CONCLUSION
The results of the research which was done to analyze the view of primary school teachers and preservice primary teachers on EU citizenship are given below by discussing.Both primary school teachers and preservice primary teachers are indecisive about the fact that EU citizens have socio-cultural negativeness.
However, teachers are closer to the idea that  Primary school teachers and preservice primary teachers may think in this way just like most of Turkish people, because lots of countries which applied to EU for full membership later than Turkey and were more underdeveloped countries than Turkey was accepted as full members and Turkey has oppositely been waited as candidate country because of some excuses.On the other hand, it can be said that these thoughts may be a result of some important European politicians' statements against Turkey and its full membership in EU (Aydın-Düzgit and Keyman, 2013).Thus, if especially authorized persons in EU make more equable and careful statements about Turkey and both sides do their shares ideally to quicken the membership process, these negative views may be change positively.
On the other hand, that preservice teachers think that EU citizens have poor relations such as friendship, neighborhood or affinity but teachers don't think in this way may derive from the feature of the age group that preservice teachers are included.Because preservice teachers attach more importance to social relationships due to their ages (18 to 24) (Senemoğlu, 2012), they may evaluate EU citizens and citizenship negatively in this aspect.In this context, in order to strengthen cultural and social relations among university students, supporting and popularizing student exchange programs such as Erasmus may be helpful.
Both primary school teachers and preservice primary teachers choose the item "They lost their historical, cultural, national and religious value" at the very least in this factor.This thought may derive from the fact that they know that there are lots of educational and cultural activities to keep European history and culture alive in EU; also in this context, some important persons' names are used even entitling these activities such as Erasmus, Comenius, Grundtvig or Leonardo da Vinci who are the most important people in European history and culture.
Primary school teachers and preservice primary teachers see EU citizens as active citizens.In active citizenship factor, primary school teachers mostly imply that EU citizens are "conscious about democratic legal remedies such as voting or petitioning".Also, both teachers and preservice teachers mostly indicate that EU citizens are "self-confident and they behave inventively and easily in their social life".In a similar research on preservice teachers by Dinç (2009), same results were obtained in parallel with this determination, too.In this research, it was found that preservice teachers described EU citizens as the people who were self-confident and they behaved inventively and easily in their social life.In primary schools and universities in Turkey, making legal and administrative arrangements making teachers and students use their democratic rights easier, organizing activities in this way and raising awareness of teachers and students may contribute to teachers and preservice teachers being more conscious of this issue.It is very important for EU that EU citizens have a democratic attitude and know their rights and responsibilities.Within this framework, there are lots of activities and organizations for EU citizens in order to be more active citizens in the presence of EU (European Economic and Social Committee, 2012; Education, Audiovisual and Culture Executive Agency, 2013).So, it may be said that it is inevitable for EU citizens being democratic and active citizens.
Primary school teachers and preservice primary teachers think that EU citizens are personally developed individuals and have consciousness.In a study which was done by Altunay (2012) 2014) which is a part of EU work actively to inform and direct member states and their citizens about their responsibility for environment.
On the one hand, teachers and preservice teachers express that EU citizens are developed and prosperous; on the other hand, they claim that they substantially face with a serious problem like unemployment.The economical problems which Europe encountered especially in euro zone after 2008 economic crisis may cause such a view on the participants.Officially, unemployment rate which decreased until 2008 to the level of 6.5% started to increase in 2008 and reached approximately to the level of 11% in 2014.In Spain and Greece, these rates are relatively higher (Eurostat, 2014).According to gender variable, there is no significant differentiation in the view of primary school teachers and preservice primary teachers on EU citizenship.This may derive from the fact that there is nearly no gender gap in Turkey in terms of economic, social and other part of life and the cultural and educational backgrounds of men and women are almost at the same level now.
As long as primary school teachers and preservice primary teachers think negatively about full membership of Turkey in EU, the evaluations of them in SN factor become negative.On the contrary, as long as they think positively about full membership in EU, they take a bright view of the items in PD-C factor.However, the interests of Turkish people on full membership of Turkey in EU diminish over years; the recent researches show that there is a support for EU in no small measure.According to a research by International Strategic Research Organization (ISRO) (2006), while the rate of Turkish people supporting full membership of Turkey in EU was 75% in the early part of 2000s, it was determined that it decreased to the level of 50% in 2006.These results were also supported by a research by The German-Marshall Fund of the United States (2011).According to it, while the rate of Turkish people supporting full membership of Turkey in EU was 73% in 2004, it was seen that this rate fell to the level of 48% in 2011.It is seen that the ones who think that being full member in EU will make a great contribution for Turkey thinks generally in the same way.According to Turks, the prior contribution of being full member in EU of Turkey will be in terms of high living standards and economic welfare.Besides, development of personal liberties was seen as another important contribution (The German-Marshall Fund of the United States, 2011; Alkan, 2013;Ercan, 2012).The results in this research also confirm these views.Primary school teachers and preservice primary teachers who support full membership of Turkey in EU think that EU citizens are personally developed individuals and have consciousness.
On the contrary, when the literature is reviewed, it is seen that there are Turkish people who think that full membership of Turkey in EU will have negative returns.A great majority of people who don't want full membership in EU believe that EU and EU citizens have prejudice against Turkey and Muslims and a probable membership will damage Turkey from national, religious and cultural points (The German-Marshall Fund of the United States, 2011; Alkan, 2013;Ercan, 2012;ISRO, 2006).Also in this research, the ones who have a negative view on EU citizens and EU from socio-cultural point take a dim view of full membership of Turkey in EU due to the fact that a possible membership of Turkey would damage Turkish people socio-culturally.
In comparison with the primary school teachers who identify themselves as global citizens, the ones who prefer ethnic and religious identity and the ones identifying themselves as citizens of Turkey express that EU citizenship includes more socio-cultural negativeness.In addition, the primary school teachers who identify themselves as global citizens see EU citizenship as being personally more developed and having more consciousness in comparison with the ones who identify themselves as citizens of Turkey.The teachers who see themselves as global citizens have a more positive view on EU citizenship.On the other hand, there is no significant differentiation in preservice teachers' views according to the identity type using to identify themselves.
State of the Republic of Turkey, which is a nation-state, also includes lots of ethnic groups.In the 1982 Constitution, it was determined that every citizen of State of the Turkish Republic is Turkish by the sentence "Everyone bound to the Turkish state through the bond of citizenship is a Turk".Nevertheless, Turkish citizens may prefer a different ethnic identity, a religious identity or another identity which they think more encompassing to identify themselves instead of Turkish identity.In this context, citizenship of Turkey or Republic of Turkey is occasionally used as an alternative identity to Turkish identity.Nonetheless it is not basically different from Turkish identity, it is accepted by some group because of being a more encompassing and flexible phrase (Esendemir, 2008).
It is seen that the groups who identify themselves with citizenship of Turkey and religious identity have a negative attitude against EU especially from cultural point.The citizens who bring their ethnic identity forward, especially the ones identifying themselves as Turk have a more negative attitude against EU from political and cultural points in comparison with the others using other ethnic identities (İnaç, 2005).It may be interpreted that the ones who identify themselves as global citizens are closer to EU and EU citizenship which is supranational.

Table 1 .
Validity and Reliability Analysis Values of VEUCQ in the factors.Ahi Evran University.The study sample was comprised of 207 primary school teachers teaching in 22 primary schools in the city center of Kırşehir and 282 pre-service primary teachers from two classes of each grades studying in Department of Primary Education, Faculty of Education, Ahi Evran University.The teachers working in 22 schools in the city center and preservice teachers studying in two classes from each grade were chosen as the sample of the study by random sampling.

Table 2 .
The views of teachers and pre-service teachers on the characteristics of EU citizens stated in the socio-cultural negativeness factor.

Table 3 .
The views of teachers and preservice teachers on the characteristics of EU citizens stated in the active citizenship factor.

Table 4 .
The views of teachers and preservice teachers on the characteristics of EU citizens stated in the personal development/consciousness factor.

Table 5 .
The differentiation of the view of primary school teachers and preservice primary teachers on EU citizens/citizenship.

Table 6 .
The differentiation of the view of primary school teachers on EU citizens/citizenship according to genders.

Table 7 .
The differentiation of the view of preservice primary teachers on EU citizens/citizenship according to genders.

Table 8 .
The view of preservice primary teachers on EU citizenship according to their class level.

Table 9 .
The view of primary school teachers on EU citizenship according to their thoughts about full membership of Turkey in EU.

Table 10 .
The view of preservice primary teachers on EU citizenship according to their thoughts about full membership of Turkey in EU.

Table 11 .
The view of primary school teachers on EU citizenship according to the identity type using to identify themselves.

Table 12 .
The view of preservice primary teachers on EU citizenship according to the identity type using to identify themselves.Each group mostly thinks that EU citizens don't see Turkey and Turkish citizens belong to Europe.This result may derive from the fact that EU hasn't accepted Turkey as a full member in spite of the negotiations that have been continuing for years.
on administrators and teachers, most of who are primary school teachers, to research EU citizenship perception of them, there were same results with this research.Also in this research, it was determined that teachers evaluated EU citizens as the individuals who have high living standards and were vocationally very competent.Besides, teachers emphasize on EU citizens' awareness of environment.Such that, there are some organizations about environment in EU which support teachers' views.