Investigation of the relationship between preschool teachers' conscious awareness levels and their levels of supporting self-regulated learning

The purpose of this research is to examine the relationship between preschool teachers' conscious awareness and their level of supporting selfregulated learning. Relational scanning and causal comparative model, which are quantitative research methods, were used in the research. The study group of the research; It consists of 361 teachers working in kindergartens and kindergartens in Torbalı, Gaziemir, Buca and Bornova districts of Izmir. "Personal Information Form", "Conscious Awareness Scale" and "Preschool Teachers' Practices Evaluation Scale to Support Self-Regulated Learning" were used to collect data in the study. The scales were filled in by teachers. The data obtained were analyzed with the Independent Group t-test and One-Way Variance (ANOVA) in the SPSS package program, depending on the number of categories of the independent variables. Relationships between variables were examined with Pearson Correlation analysis. As a result of the research, it was seen that there was a statistically significant difference between the teachers' educational background, years of working in the profession, whether they received training on self-regulation, and the Preschool Teachers' Applications Evaluation Scale to Support Self-Regulated Learning. It was observed that Conscious Awareness Scale scores differed significantly depending on the number of children in the classroom. In the study, it was determined that there was a positive, medium-level relationship between teachers' levels of supporting self-regulated learning and their levels of mindfulness.