Examination of early childhood education teachers' self-regulation skills in terms of various variables

In this study, it is aimed to examine self-regulation skills of early childhood education teachers according to various variables (gender, settlement of the schools, socio-economic level of the region where the schools are located, type of school they work at, double shift schooling, professional experience, age, number of children in the their classes and age group, educational status and the number of in-service training they attended). Descriptive survey model was used. The universe of the research consists of early childhood education teachers working in early childhood education institutions in Batman province, while the sample consists of 239 early childhood education teachers working in early childhood education institutions in Batman province and its districts. In order to determine the sample group, easily accessible case sampling was used. "Teacher Self-Regulation Scale (TSRS)" was used in order to evaluate the self-regulation skills of early childhood education teachers and "Personal Information Form" was used to collect data about various characteristics of the teacher, school and child. Non-parametric tests were used in the analysis of the data. The effect size was calculated to reveal whether the difference between the results of the groups is significant or not. As a result of the research, it was concluded that the total score average of the Teacher Self-Regulation Scale of the teachers was high in goal setting, intrinsic interest, getting help, intrinsic goal, self-direction, emotional control, self-evaluation and self-reaction sub-dimensions, and moderate in external goal sub-dimensions. There was a significant difference on the total score of teachers' self-regulation skill levels according to gender, school type and the number of in-service training received by teachers; there was no significant difference according to socio-economic level, settlement of the school, age of the teachers, age of the children, number of children in the class, double shift schooling, education level of the teachers and professional experience variables. It was determined that the gender of the teachers had a significant effect on the dimensions of intrinsic interest, intrinsic goal, and getting help subdimensions of the scale. It has been determined that children's age, teachers age, the location of the school, the school types and the professional experiences of the teachers have a significant effect on the emotional control sub-dimension. Self-evaluation sub-dimension scores were significantly different according to teachers' age; the number of children in the classroom and the number of in-service training received had a significant effect on the goal setting sub-dimension. It was determined that the number of children in the class had a significant effect on the self-reaction sub-dimension and the number of in-service training received on the self-evaluation sub-dimension. The variables of double shift schooling in the classroom, the socio-economic level of the school settelement, and the educational status of the teachers were not stated a significant effect on the mean scores of the sub-dimensions of the Teacher Self-Regulation Scale. Lastly, in the light of the results about various variables that affect self-regulation skills, suggestions are presented.