Examining the relationship between preschool teachers' self-efficacy levels and problem solving skills

The aim of this study is to examine the relationship between preschool teachers' self-efficacy levels and their problem solving skills according to the variables. The research is a quantitative research and it is in the relational screening model. The study group of the research consists of 325 pre-school teachers working in the central districts of Diyarbakır province in the 2020-2021 academic year. The "Problem Solving Inventory" developed by Heppner and Petersen (1982) and adapted into Turkish by Şahin, Şahin and Heppner (1993) and "Teachers' Self Efficacy Scale" developed by Tcshannen-Moran and Woolfolk-Hoy (2001), and adapted into Turkish by Capa, Çakıroğlu and Sarıkaya (2005) are used as data collection tools. Spss analysis program is used in data analysis. As a result of the research; it has been determined that the self-efficacy levels of preschool teachers are at medium level and there is a significant difference in all sub-dimensions of self-efficacy levels according to their age, educational status and professional seniority, the type of institution they work and the number of children in the classroom. In addition, it has been concluded that there is a moderately negative and significant relationship between teachers' self-efficacy levels and their problem-solving skills.