Teacher agency in early years: Investigating characteristics and practices that make early childhood teachers agent

The aim of this study is to examine the characteristics and practices of agent early childhood teachers. The sample comprises preschool teachers in Burdur. The study employed an explanatory sequential design, a mixed-methods approach that integrates both qualitative and quantitative data collection methods. Quantitative data were obtained through the Teacher Agency Scale. As a result of the analysis of quantitative data, interviews were held with teachers and their practices were observed. The qualitative data analysis revealed the following themes: teachers' planning practices, instructional practices, dissemination, community service, assessment of young children, teacher self-evaluation and professional development, challenges and struggling methods, and past and personal experiences. As a result, it was found that agent early childhood teachers engage in a range of practices for children's development and learning, prioritize their professional development, and struggle against challenges.