The examination of pre-school teachers' perceptions regarding reading and writing preparation activities

In the study, the general aim was to determine the proficiency perceptions of the teachers working in the kindergartens and kindergartens of the primary schools affiliated to the Ministry of Education regarding the literacy preparation activities. In addition, it was examined whether the perceptions of proficiency in literacy preparation studies differ according toteachers' age, school from which they graduated and professional seniority. The study universe of the research; Itconsists of pre-school teachers who work in public and private kindergartens and kindergartens affiliated to the Ministry of Education located within the borders of Adana Province in the fall semester of the 2020-2021 academic year. The sample of there search consists of 332 pre-school teachers working in public and private kindergartens and kindergartens affiliated to the Ministry of Education, located within the boundaries of Adana province Merkez, Çukurova, Seyhan and Yüreğir districts in thefallsemester of the 2020-2021 academicyear. SPSS (Statistical Package for the Social Sciences) 23.0 package program was used for statistical analysis of the data. Categorical measurements are summarized as numbers and percentages, and continuous measurements as mean and standard deviation (median and minimum-maximum where appropriate). The skewness and kurtosis values of the scale scores were checked to determine whether the parameters in the study showed a normal distribution. Independent Student's t-test was used in paired group analyzes for normally distributed parameters, and Oneway ANOVA test wasused in morethan two-group analyzes. TheTukey test, one of the Post Hoc tests, was used to determine the source of the difference between the groups of the variables with more than two groups. Pearson and Spearman's rho correlation test was used to determine the relationship between the scales. The statistical significance level was taken as 0.05 in all tests. In the study, it was concluded that the teacher's age, professional seniority and the type of school he graduated from did not make a significant difference in the perceptions of proficiency regarding literacy preparation activities of teachers working in kindergartens (P>0.05). In the light of the findings, some suggestions were made to teachers, researchers and parents. Keywords: Reading and writing preparation, preschool, teacher efficacy perceptions