Investigation of the effects of preschool teachers' child like and burnout levels on teacher's self-efficiency

In this study, it was aimed to examine the effects of preschool teachers' levels of liking for children and burnout on teacher self-efficacy. In order to achieve this goal, "Does the preschool community's love and upbringing predict the teacher's self-efficacy beliefs? and Does the teacher evaluate self-efficacy according to various socio-demographic variables?" answers to questions are sought. Descriptive and relational survey model was used in the research. The study group of the research consists of 340 preschool teachers working in public or private institutions in the spring semester of the 2021-2022 academic year. Considering the variables in the study, maximum diversity sampling was used to reach more participants. The data of the study were obtained by using "Personal Information Form", "Preschool Teachers' Self-Efficacy Beliefs Scale", "Teacher Burnout Scale" and "Barnett Child Loving Scale". Independent t-test for the difference between two independent groups in comparison of quantitative data in normally distributed data; Mann Whitney-U test in non-normally distributed; In the comparison of more than two normally distributed independent groups, one-way analysis of variance was applied and Bonferroni was used to find the group that made a difference when there was a difference. Multiple regression was applied to investigate the effect of independent variables on the dependent variable. In the study, it was concluded that the self-efficacy beliefs of preschool teachers were predicted by the "levels of liking children", "job satisfaction" and "attitudes towards students" sub-dimensions of TBS. There is no significant difference between the "communication skills" and "family involvement" sub-dimensions of preschool teachers' self-efficacy beliefs and the "Barnett liking children scale", "administrative support", "job satisfaction" and "attitudes towards students" sub-dimensions of the TBS conclusion has been reached. There was a significant difference between the "learning and teaching process", "planning", "organization of learning environments" and "classroom management" sub-dimensions of teachers' self-efficacy beliefs and the "Barnett child liking scale", "job satisfaction" and "attitudes towards students" sub-dimensions of the TBS a difference was found. In the study, while there was a significant difference in the self-efficacy beliefs of preschool teachers according to age, gender, place of work, variables; No significant difference was observed according to the variables of the number of children in the class, the age group, the years of seniority and the type of school he worked in.