Okul Öncesi Öğretmenlerin Öz Yeterlik Algılarının İncelenmesi

Pre-school education is one of the most fundamental components forming children’s emotional, physical and social development in their first years of life. Teachers play a significant role in arranging age-appropriate classroom settings for children and help them experience a successful educational process. Teachers with high levels of self-efficacy leads to having children with high self-efficacy and positively influence children’s in-class performances. Teachers’ perception of self-efficacy also offers a positive impact on various aspects of teaching such as dealing with classroom management problems and adapting to new changes in the profession. Based on the review of relevant literature, the study aims of this study is to investigate the self-efficacy perceptions of pre-school teachers. The study population involves pre-school teachers working in pre-school educational institutions located in North Cyprus. The study sample consists of 160 pre-school teachers working at pre-school educational institutions located within Famagusta city borders. For data collection, Turkish version of “Ohio Teachers’ Sense of Efficacy Scale” which was originally developed by Tschannen Moran & Woolfolk Hoy (2001) and then adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005). The statistical analyses of the collected data were conducted by using SPSS (Statistical Packages for the Social Sciences) 22 software. One-way variance analysis (ANOVA) was implemented in order to measure the relation between teachers’ demographic features such as age, professional experience, level of education and their total scores of self-efficacy. Additionally, t-test was used to examine the relation between school types and teachers’ total scores of self-efficacy. As a result of the analyzes, it was observed that there were no significant differences between the teachers' variables such as age, professional experience, educational status and self-efficacy perceptions. But, it was concluded that there was a significant difference between the school type variable and self-efficacy total scores. Keywords: Self-efficacy, pre-school education, teacher competencies.