Investigation of self-efficacy of preschool teachers for game teaching (example of Nevşehir)

In this study, it is aimed to analyze the self-efficacy of pre-school teachers affiliated to the National Education Directorate of Nevşehir Central District, regarding the teaching of game. The aim of the study is to examine the self-efficacy of preschool teachers concerning the planning, implementation, evaluation and vocational sub-dimensions. In the study, it is also aimed to examine the game teaching self-efficacy of the preschool teachers who participated in the survey; in respect to the variables of gender, age, educational background, staff status, years of seniority, the institution being worked at, the group of age being worked with, the place of the school being worked at, class size, whether having an auxiliary staff or not. In this study which is done to analyze the preschool teachers' self-efficacy in game teaching, descriptive survey model was used. The study group consists of the pre-school teachers working in Nevşehir Central District in 2016-2017 school year. 105 pre-school teachers working at pre-schools within primary schools, middle schools, high schools and independent pre-schools affiliated to the National Education Directorate of Nevşehir Central District were participated in the study. As the data collection tool; "Personal Information Questionnaire" developed by the researcher and "The Questionnaire of Game Teaching Self-Efficacy in Preschool Period" by Kadim (2012) were used to analyze the teachers' self-efficacy levels. In the analyses, after checking the normality distribution, the t-test of the difference among arithmetic means in independent groups in addition to descriptive statistics, one-way analysis of variance (Anova) and inferential statistics like Schaffe among multiple comparison tests were used for normally distributed variables. Mann- Whitney U, Kruskal Wallis and Tamhane's among multiple comparison tests were used for non-normally distributed variables. In the process of analyzing the obtained data, SPSS 21.0 computer based packaged software was utilized. According to the study, the self-efficacy of the pre-school teachers in game teaching shows meaningfulness in favor of men in respect to the gender variable, in favor of teachers aged 31-35 in respect to the age variable, in favor of teachers who are in their first 10 years at work in respect to the seniority years, in favor of teachers working at independent pre-schools in respect to the variable of institution being worked at, in favor of teachers working at central district in respect to the variable of the working school's location and in favor of those having an auxiliary staff in respect to the variable of whether having an auxiliary staff or not. No meaningfulness could be found regarding the variables of educational background, the students group, teachers' staff status and class size in pre-school teachers' self-efficacy in game teaching.