The investigation of self-efficacy beliefs of pre-school teachers

This study was conducted to determine the factors affecting this belief by examining the self-efficacy beliefs of preschool teachers. In the study, data collection tools consisting of personal information form and multidimensional self-efficacy belief scale of preschool teachers were applied to 6 preschool teachers working in kindergarten and kindergarten of Kastamonu center in 2017-2018 academic year. In this study, data were analyzed by using descriptive and content analysis techniques. It was determined that the self-efficacy belief levels of pre-school teachers increased according to age and seniority status, frequency of following professional publications, in-service training and number of students. The scale applied is; Descriptive analysis was conducted in the sub-dimensions of Communication Skills, Family Involvement, Planning, Regulation of Learning Environments and Class Management. The highest self-efficacy belief level was found in the dimension of the learning environment (93.5%), while the least self-efficacy belief level was found in the family participation sub-dimension (63.14%). The reasons for the minimum level of family participation should be minimized and studies should be carried out to improve this level and the level should be increased. Findings obtained from the content analysis section of the research; it was found that all teachers indicated themselves as good or very good as self-efficacy belief level and this result was consistent with the observations made by the researcher. All teachers' self-efficacy beliefs are above average. from this result; It can be said that pre-school teachers have good self-efficacy and they have high self-confidence.