Analysis of the relationship between preschool teachers' commitment to the preschool curriculum, their perceptions of professional self-efficacy and professional burnout

This study examined the relationship between pre-school teachers' commitment to the pre-school education programme, their perceptions of professional self-efficacy, and their professional burnout. Using the correlational survey model from quantitative research methods, various sub-problems were examined in line with demographic characteristics. The study utilised the views of 251 pre-school teachers working in the central district and all districts of Ağrı province. According to the findings obtained as a result of the research, the commitment of preschool teachers to the preschool education programme and their perceptions of professional self-efficacy were measured at a high level, while their professional burnout was measured at a medium level. No significant differences were found in preschool teachers' commitment to the preschool education programme, perceptions of professional self-efficacy, and professional burnout based on the variables of gender, age, and type of school where they work. No significant difference was found in terms of preschool teachers' commitment to the preschool education programme and professional burnout according to the variable of years of service, while a significant difference was found in terms of professional self-efficacy. It was determined that this difference was in favour of preschool teachers with 15 years or more of service. As a result of the research, recommendations were made for programme specialists, for future research, for researchers, and for decision-makers.