The relationship between preschool teachers' stress levels and the levels of supporting self-regulation in learning

In recent years, self regulated learning skills have become the focus of attention of researchers and educators. Since the first years of life have a critical importance in the acquisition of self-regulation skills in learning, children should be provided with environments that will develop these skills in this period. The negative learning atmosphere created by a stressful teacher can negatively affect children's motivation and learning processes. In this study, it was investigated whether there is a relationship between the stress levels of preschool teachers and their support for self-regulated learning. The problem questions created in the context of the study were analyzed according to the professional seniority of the preschool teachers, the type of school they graduated from and the current situation of the classroom. In the study, the relational survey method, one of the quantitative research methods, was used. This study was carried out with the participation of 175 teachers working in preschool education institutions affiliated to the Ministry of National Education. Within the scope of the research, demographic information form, Self-Regulation Supporting Practices in Learning Scale for Preschool Teachers and A Work Stress Scale-20 were used to examine the variables related to participating teachers. While there was no statistically significant difference in the level of support for self regulated learning according to teachers' seniority and class size, it was concluded that high school and associate degree teachers supported self-regulated learning in their classes more than teachers with undergraduate and graduate degrees according to the educational status variable. While there was no significant difference according to the type of school they graduated from and the class size variable, according to the total average scores they received from the A Work Stress Scale-20, it was determined that teachers with 5 years or less were more stressed than teachers with 6 years or more experience. As a result of the correlation analysis, the value of .13 was reached, and it was revealed that there was a very low level of relationship between teachers' support for self-regulated learning and teacher stress.