Factors affecting preschool teachers' perceptions of duties regarding literacy teaching

The literacy skills constitude an indispensable part of the social, personal and academic life of an individual. Therefore, it is very important for both the child and society to determine the elements that affect the perception of task related to the literacy activities of preschool teachers who are mostly involved in this process. The aim of this study is to determine the factors affecting the perceptions of preschool teachers related to the task of literacy teaching. The research was designed with the screening model, which is among the quantitative research methods. The study group of the research consists of 169 preschool teachers who were selected by a convenience sampling method. In the study, datas were collected online because of the Covid-19 pandemic. As a result of the research, it was found that there is a significant difference between the educational status, professional experience and task perceptions of the teachers regarding literacy teaching. However, it was found that there was no significant difference between gender, type of the school and age groups that teachers worked with, and their perceptions of the task related to literacy teaching.