Examination of teacher's views on the adaptation of the preschool children to the school: Sample of Şanlıurfa

The ultimate aim of this study is to examine the opinions of teachers about the adaptation of the preschool children to the school according to various variables and their psychological well-being. The data collection instruments used in the research were the "Psychological Well-Being Scale" (Telef, 2011) and the "Pre-schooler's Teacher Opinion Survey on the Adaptation Process" developed by the researcher was employed in pre-primary institutions in the districts of Şanlıurfa province in 2016-2017 were conducted directly by the researcher. Teacher Opinion Survey on the Adaptation Process of Preschoolers ", open-ended questions were asked to the teachers working in 20 preschool institutions. After analyzing the contents, 61 items were obtained. Expert opinion has been consulted to determine which factors the material belongs to. As a result of the expert opinion, 19 items were collected in three factors. These factors are; are called "general factors", "familial factors" and "factors that facilitate the adjustment process" that affect the adjustment process of the school. Teachers were ranked from high to low according to the scores they got from the 397 teachers who were sampled to determine their psychological well-being. According to the mean (x = 47) obtained later, the psychological well-being of the scores above and below the arithmetic mean of the scores was divided into low and high. The chi-square test (Chi-Sguare Tests) was applied to determine whether the Teachers' Opinions on the Adaptation Process of Pre-School Students Differed Significantly, according to the psychological well-being of the teachers, their gender, seniority and the number of students in the classes they worked in. The margin of error in the study was accepted as 0.05. SSPS 22.0 for Windows statistical package program was used for analyzing the data. As a result, the questionnaire items called "general factors", "familial factors" and "facilitating factors of the adjustment process" are "delayed reading of pampered children", "children living separately with their parents living with the problem of reading comprehension", " there was a significant difference in terms of teachers' age, seniority, gender and class presence. No other significant difference was found in other items.