Investigation of pre-school teachers candidates views on sustainable development goals and leadership activities

This study aims to examine pre-service preschool teachers' attitudes towards sustainable development goals (SDGs) and leadership practices. The aim of the research is to evaluate how awareness and attitudes towards these issues are shaped, differences according to gender and grade levels, and the integration of these awareness into education programs. Mixed research method was used in the study. Quantitative data were collected with a 20-item five-point Likert-type scale, while qualitative data were obtained through semi-structured interview questions. "Sustainable Development Goals and Leadership Practices Attitude Scale" was used as a quantitative data collection tool and applied to 389 pre-service preschool teachers. Qualitative data were obtained through interviews with 92 pre-service teachers. In the data analysis process, quantitative data were analyzed using SPSS software. Independent samples t-test and one-way ANOVA were used to examine differences according to gender and grade level. Qualitative data were coded by thematic analysis method and main themes, sub-themes and categories were determined. The results of the study showed that pre-service teachers' attitudes towards SDGs and leadership practices were generally positive. Female pre-service teachers' attitudes towards these issues are more positive than male pre-service teachers' attitudes. Differences according to grade levels were also found to be significant, especially 2nd grade students had the highest attitude scores. In regional analyses, it was determined that pre-service teachers in the Eastern Anatolia region had the highest attitude scores. Recommendations include further integration of SDGs and leadership practices into education programs, strengthening leadership trainings, using environmentally friendly educational materials, and taking regional differences into account. It is also emphasized that global citizenship and gender equality education should be strengthened. These findings suggest that teacher education programs should focus on sustainable development and leadership skills.