An examination of preschool teachers' perspectives on competitive game in terms of teacher and child variables

This study has two aims. The first is to develop a measurement tool to determine preschool teachers' views on competitive games. The second is to examine the relationship between these views and teachers' educational beliefs, as well as children's anxiety levels and motivation. This correlational survey study involved preschool teachers working in 31 different pre-school education institutions in the central and surrounding districts of Denizli Province, as well as the children in their classes, who were aged 36–72 months. An appropriate sampling method was used to select 238 teachers to participate in the study for the first aim and 111 teachers and 517 children to participate in the study for the second aim. Data were collected using the Preschool Teachers' Views on Competitive Games Scale (CGS), Educational Beliefs Scale (EBS), Revised Preschool Anxiety Scale (RPAS) and Motivation Scale for Preschool Children (MS), as well as a personal information form. To examine the construct validity of the RDO scale, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted. The internal consistency coefficient (Cronbach's alpha) was calculated to determine the scale's reliability. One-way analysis of variance (ANOVA), the Kruskal–Wallis H test, the Mann–Whitney U test, the independent samples t-test and stepwise regression analysis techniques were used to address the other sub-problems of the study. According to the findings, EFA revealed a two-factor structure. These factors were named 'supporting views' and 'non-supporting views'. DFA revealed that the calculated fit indices showed an excellent fit with values of χ²/df = 1.41, CFI = .96, NNFI = .95 and TLI = .96, and a good fit with values of RMSEA = .06 and SRMR = .06. Cronbach's alpha coefficients were calculated as .88 for the 'supporting opinions' sub-dimension and .87 for the 'non-supporting opinions' sub-dimension. Taking all the findings into account, it can be concluded that the measurement tool can validly and reliably used to determine teachers' views on competitive games. As a result of the stepwise regression analysis, the variables predicting the supporting views sub-dimension were respectively as follows: MS-social perseverance with adults, MS-negative reaction, RPAS-separation anxiety, supports concept learning and teacher seniority of 16 years or more. The variables predicting the sub-dimension of unsupportive views were respectively as follows: 'Competitive games make classroom management difficult' and 'Competitive games increase teachers' stress levels'. In conclusion, the findings of the study indicated that the variables predicting teachers' views on competitive games were their demographic characteristics and the motivation and anxiety levels of the children in their classrooms. Keywords: Competitive Game, Preschool Teachers, Scale Development.