Examination of teachers' self-efficacy regarding teachingstrategies and methods used in preschool education

This study aims to examine preschool teachers' self-efficacy regarding teaching strategies and methods used in preschool education. This quantitative research, prepared using a survey model, sampled preschool teachers working in preschool education institutions affiliated with the Ministry of National Education in Van province. The Participant Information Form and the Preschool Teachers' Teaching Strategies and Methods Self-Efficacy Scale were used in the study. The data were analyzed using the SPSS 26 program. The analysis of the data obtained from the 397 preschool teachers in the sample revealed that preschool teachers' self-efficacy levels regarding teaching strategies and methods were high. It was determined that teachers' self-efficacy regarding the teaching strategies and methods used in preschool education did not show significant differences based on teachers' gender, professional experience, employment status, or the number of children in their classes. In addition, it was determined that teacher self-efficacy regarding teaching strategies and methods used in preschool education showed significant differences based on teachers' age, educational status, employment status, age group of children in their classes, type of educational institution they worked at, sector they worked in, and place of residence.