Preschool teachers' early literacy beliefs about early literacy and their perceptions ofproficiency in preparation for literacy

The purpose of this study is to examine the relationships between preschool teachers' early literacy beliefs and their perceptions of efficacy regarding literacy preparation. For this purpose, the relational survey model, one of the quantitative research models, formed the model of the research. The study group of the research consisted of 501 preschool teachers working in independent kindergartens or kindergartens affiliated to the Ministry of National Education in the central districts of Ankara province Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Pursaklar, Sinca and Yenimahalle in the 2019-2020 academic year. The data of the study were developed by Sandvik, Van Daal and Ade'r, "Preschool Teachers' Belief Scale on Early Literacy," whose validity and reliability study was conducted by Sezgin, Ulus and Aksoy (2018), and "Preschool Teachers' Efficacy Perceptions on Literacy Preparation Studies" developed by Bay and Alisinanoğlu (2008). Data were collected using the "Determination Scale". Kolmogorov Smirnov test, Kruskall Wallis H test, Mann Whitney U test were used in the analysis of the data. Correlation coefficients were calculated with the Sperman Rho technique. The findings of the study revealed that preschool teachers' early literacy belief levels are high, their perceptions of proficiency in literacy preparation studies are positive, and teachers' early literacy beliefs and proficiency perceptions of literacy preparation studies show a significant difference in favor of those with less professional seniority according to the variable of professional seniority. took it out. The proficiency perceptions of the teachers regarding the literacy preparation studies differed significantly among the teachers whose professional seniority was between 6-10 and 11-20 years, according to the variable of professional seniority. It was concluded that there was a weakly positive and significant relationship between teachers' early literacy beliefs and their perceptions of proficiency in literacy preparation activities.