The purpose of this research is to determine the effect of the International Baccalaureate Primary Years Program (PYP) on teacher philosophy for primary school teachers and to examine this change under various variables. The research consists of primary school teachers who worked in PYP during 2020-2021 academic year and used 350 randomly selected teachers among those as subjects. In this study, the validity and reliability study of the Scale for Evaluating the Impact of the IB Primary Years Program (PYP)  on teacher philosophy was conducted. In the analysis of the scale, exploratory factor analysis, confirmatory factor analysis and reliability analysis were applied. As a result of the exploratory factor analysis, it was seen that the scale of evaluating the effect of the Primary Years Program (PYP) on teacher philosophy had a two-factor structure. First-level confirmatory factor analysis was performed for this two-dimensional factor design of the scale. All these fit indices met the fit indices for the relevant structure of the vast majority. Cronbach's alpha coefficient was calculated as 93 to test the reliability of the Scale for Evaluating the Impact of the IB Primary Years Program (PYP) on teacher philosophy in terms of internal consistency. In addition, the differences in the effect of PYP on teacher philosophy were examined over variables such as gender, age, education level, PYP experience period and IB status of the school. Significant learning and learner experience sub-dimension scores of the International Baccalaureate Primary Years Program (PYP) Effect of Teacher Philosophy Scale do not show a significant difference according to gender, age, education level, and duration of PYP experience. On the other hand, the scores of the impact of IB Primary Years Program (PYP) on teacher philosophy scale for meaningful learning and learner experience sub-dimensions show a significant difference according to the IB status of the school where the teachers work. It can be said that the mean of the meaningful learning and learner experience sub-dimension of teachers working in schools with IB status is lower than the average of teachers working in schools with candidate IB status.

International Baccalaureate Education, Primary Years Programe(PYP), International Mindedness, Holistic Education, Primary Years Teacher