İnvestigation of self-efficacy of pre-school teachers for game teaching (Example of Gaziantep)

In this research, it was aimed to examine the self-efficacy of preschool teachers working in the central districts of Gaziantep province regarding play teaching. The aim of the study is to examine the self-efficacy of preschool teachers regarding planning, implementation, evaluation and professional sub-dimensions of play teaching. The study also examined the self-efficacy of preschool teachers participating in the questionnaire in play teaching according to the variables of gender, age, educational status, tenure, seniority, institution, age group of children, class size, and whether they have trainee student. In this study, survey model was used to examine preschool teachers' self-efficacy in play teaching. The study group consists of preschool teachers working in Gaziantep central districts in 2021-2022. In the study, 145 preschool teachers working in independent kindergartens affiliated to the Directorate of National Education and kindergartens affiliated to primary education in the central districts of Gaziantep participated. truck. As data collection tools; 'Personal Information Form' developed by the researcher and 'Self-efficacy Questionnaire for Play Teaching in Preschool Period' developed by Kadim (2012) were used to examine teachers' self-efficacy levels. As a result of the normality test, the Kolmogorov-Smirnov test was applied in the analysis. Since the data were not normally distributed, Mann-Whitney U test was used for comparisons between paired groups and Kruskall Wallis H Test was used for comparisons between three or more groups. The data obtained in the study were analyzed using SPSS 22 package program. According to the research; There was a significant difference in the self-efficacy of preschool teachers regarding game teaching in favor of teachers with higher professional seniority according to the seniority variable, in favor of associate degree graduates according to the type of school graduated, and in favor of paid teachers according to staff status. In the self-efficacy of preschool teachers regarding the teaching of games; There was no significant difference according to age, gender, educational status, child age group, type of institution, class size and trainee student variables.