Promoting pre-school teachers 'mathematical regeneration in students determining the self satisfaction levels

The preschool period is a critical period in which children gain important skills. Pre-school education plays an important role in the acquisition of these skills. Supporting the child's psychomotor, cognitive, social-emotional and language development as well as the development of creativity in this period is important in terms of facilitating her life in the future years. The purpose of this research is to determine the self-efficacy levels of pre-school teachers to encourage mathematical creativity in students. The research is a mixed model, qualitative and quantitative research methods are used. The universe of the study was determined as İstanbul and the sample was as Bahçelievler and Küçükçekmece districts. The Teacher Self-Assessment Scale and Semi-structured Teacher Interview Form were used as means of collecting the data. As a result of the research, it was found that the teacher self-evaluation scale had a total score average (X = 3.89). When we look at the sub-dimensions, it is seen that the lowest average is in Mathematical Creativity Enhancing Instructional Methods. Teacher Self-Evaluation Scale self-efficacy scores differed according to seniority in the dimension of Preparing Instructional Design (p <0.05). This is based on the differentiation of 25-30 years of teachers. Self-efficacy scores of the Teacher Self-Evaluation Scale are also different according to the type of school being employed (p <0.05). According to this differentiation, teachers' self-efficacy scores in public school were found to be higher than self-efficacy scores of teachers in private school. In the dimension of "Instructional Methods of Developing Mathematical Creativity" which is one of the other sub-dimensions of the scale, it was seen that self-efficacy scores of teachers working in private school were higher than self-efficacy scores of teachers working in public school (p <0.05). Qualitative research findings suggest that pre-school teachers prefer similar methods and activities to encourage mathematical creativity, and that they are aware of attitudes and behaviors that inhibit creativity. Keywords: Pre-school Education, Creativity, Mathematical Creativity, Self-Sufficiency