The relationship between preschool teachers mathematical pedagogical field knowledge levels and their perceptions of mathematics language self-efficiency

In this study, it was aimed to examine the relationship between preschool teachers' mathematical pedagogical content knowledge levels and mathematical language self-efficacy perceptions in terms of various variables. The research is a survey study in the relational survey model. The population of the study consisted of 705 preschool teachers working in 88 independent preschools in four central districts (Yenişehir, Bağlar, Sur, Kayapınar) of Diyarbakır province in the 2023-2024 academic year. The sample size was calculated using proportional stratification and according to this calculation, 304 preschool teachers were determined as the sample. Personal Information Form, "Pedagogical Content Knowledge in Preschool Mathematics Scale" and "Mathematics Language Self-Efficacy Scale" were used as data collection tools. SPSS 24.00 and Excel package programs were used to analyze the data and descriptive statistics (frequency, percentage, arithmetic mean, standard deviation, etc.), Independent Samples t Test, one-way analysis of variance (ANOVA), Kruskal Wallis-H test and Mann-Whitney U test were used in the data analysis process. As a result of the analysis, it was found that the pedagogical content knowledge levels of the preschool teachers in the study group were generally at a medium level. It was found that preschool teachers' mathematical language self-efficacy perceptions were high in all of the sub-dimensions of the scale: using general mathematical language, using specific mathematical language, and teaching mathematical language. When the obtained data were examined, it was found that male teachers had higher levels of mathematical pedagogical content knowledge and mathematical language self-efficacy perceptions compared to female teachers according to the gender of preschool teachers. It was determined that there was a statistically significant relationship in terms of preschool teachers' mathematical pedagogical content knowledge levels and mathematical language self-efficacy perceptions according to age and father's education level variables. It was found that there was a significant relationship between teachers' professional experience and mathematical pedagogical content knowledge levels and this relationship was in favor of teachers with 6-10 years and 15 years and above experience. According to the length of professional experience, it was concluded that the mathematics language self-efficacy perceptions of teachers with 6-10 years of professional experience in the teaching of mathematics language dimension of mathematics language self-efficacy were significantly higher than those of teachers with 11-15 years of professional experience. As a result of the study, it was determined that there was a moderate, positive and significant relationship between preschool teachers' mathematical pedagogical knowledge levels and mathematical language self-efficacy perceptions, and it was revealed that mathematical pedagogical knowledge level was a significant predictor of mathematical language self-efficacy perception in general.