Determination of preschool teachers' self-efficacy levels for nurturing of attention and concentration skills

Attention and concentration skills are important skills that an individual can use in his or her life. The pre-school period is very important for these skills. In this study, it was aimed to examine the self-efficacy levels of pre-school teachers to develop attention and concentration in their students. While the universe of the research is constituted by preschool teachers working in Istanbul, 200 pre-school teachers are selected according to the chance sampling method working in Istanbul province Bahçelievler county. The data were taken during the 2017-2018 academic year spring semester. Demographic information form, Scale for Nurturing of Self-Efficacy and Attention and Concentration Skills for Preschool Teachers (SNSACS-PT) were used as data collection tools. SNSACS-PT is a 5-point Likert-type measure consisting of 24 items and 7 dimensions. The Cronbach Alpha internal consistency coefficient was 0.95. As a result of the research, pre-service teachers' self-efficacy levels for attention and concentration development (X ̅ = 4.00) were found to be above the average. There were no significant differences in the self-efficacy levels of the teachers for attention and concentration according to age, seniority, type of school and education level (p <0.05). It is seen that there is a significant difference in age subscale of observing scientific information about attention only in other subscales of the scale (F(7.192) = 1.069; p <0.05). In-service training may be offered to preschool teachers to develop attention and concentration skills in the pre-school period with program developers and practitioners. Keywords: Pre-school,Attention ,Concentration ,Self-Sufficiency