Being examine the preschool teachers? self- efficacy about teaching game

In this research, the main purpose is being examined the preschool teachers? self-efficacy about teaching games. So, these teachers? self-efficacy on planning, putting into practise and evaluating the game activities and their professional self-efficacy about teaching game were examined.In this study, the descriptive examining model was used. In study group of the investigating there are sixty preschool teachers work at preschool classes in elementary schools and kindergartens in centers and villages connected to Bolu country National Education Drectorship in 2010-2011 educational year.For the work findings, a public survey, named ?The Teaching Game Self-efficacy Survey in Prescool Period? was used that was prepared by investigator and also currency ?reliability studies were made by the investigator.To solve the findings, it was benefited from SPSS (which is computer centered statistics packaged analysis programme). T-test was used for Preschool Teachers? self-efficacy on planning, putting into practise and evawating the game activities and the teachers? professional self-efficacy about teaching game and sexuality, school place, the type of the school, there were another persons helping them or not. One-Way ANOVA was used for preschool teachers? self-efficacy on planning, putting into practise and evawating the game activities, the teachers? professional self-efficacy about teaching game and age, educational situation, staff situation, degree year, the age group and the amount of the class they worked at. Also, Tukey HSD (one of the multi comparison tests) was used for determining the place of the difference among the groups.At the end of the examining, - in the preschool teachers? self-efficacy linked with planning the game activities - any important difference wasn?t found about the tutors? sexualities, ages, educational situations, staff of class they give education; however a serious difference was found about their schools? place, the type of the school and the other helpful people.In the preschool teachers? self-efficacy linked with putting into practice the game activities, any remarkable difference wasn?t seen about the tutors? sexualities, ages, educational situations, staff situations, degree years, the age group and the amount of class they teach in; their school area, the type of the school and there were any other helpful people or not.In the preschool teachers? self-efficacy linked with the evaluating the game activities, any remarkable difference wasn?t occured about the teachers? sexualities, ages, educational situations, degree years, the age group and the amount of the class they teach in; their school area, the type of the school and there were another helpful persons or not.In the preschool teachers? professional self-efficacy connected to the teaching games, anny remarkable difference wasn?t noticed about the tutors? sexualities, educational situations, staff situations, degree years, the age group they interested in and also the type of the school and there were helpful ones or not; but on the other side, a remarkable difference was noticed among the tutors? ages.Key words: Preschool education, Game teaching, Prescholl teachers, Self-efficacy.