Investigation of the relationship between preschool teachers' silence levels and self-efficiencies

The aim of this study is to examine the relationship between the level of reticence and self-efficacy of preschool teachers. Relational screening model and random sampling method were used in the study. The study includes 162 preschool teachers who provide preschool education affiliated to the Directorate of National Education in Kırşehir Province. The self-efficacy scale of preschool teachers developed by Tepe (2011) was used in the study. The scale developed by Tepeli (2016) was used to determine the level of reticence. Preschool teachers' scores from the scale of reticence levels and self-efficacy scale were used. According to the results of the study, no significant difference was found between age, gender, education level, professional seniority variables and preschool teachers' reticence levels and self-efficacy. A significant difference was found between the level of reticence of preschool teachers and marital status variable in the sub-dimension of fear of the administrator. It was determined that there was a significant difference in all sub-dimensions of the self-efficacy scale with the variable of preschool teachers' length of service in the school. It was determined that there was a significant relationship between the sub-dimension of not voicing the problems of the silence scale of preschool teachers and the learning and teaching sub-dimension of the self-efficacy scale. The low level of reticence of preschool teachers is considered to be a very important indicator for the continuation of their educational life in a quality and qualified way. It is an important development for increasing the quality of education that teachers do not hesitate from the administrator, express themselves without fear of being excluded by the administrator and other teachers, and express their thoughts and opinions. The results of the self-efficacy of preschool teachers showed that teachers' self-efficacy was at a high level. High self-efficacy of preschool teachers will increase their performance in learning and teaching processes. Likewise, it is very important for preschool teachers to see themselves as competent in all educational processes related to planning, family participation, organizing learning environments and process management in order to increase the quality of education and to ensure that preschool children receive a quality and qualified education.