Investigation of the relationship between preschool teachers' technology attitudes, pedagogical belief systems, psychological resilience and psychological well-being levels

The main purpose of this study is to examine the relationship between preschool teachers' technology attitudes, pedagogical belief systems, psychological well-being and psychological resilience levels. The correlational survey model was used in the research. The participants of the study consist of a total 150 preschool teachers whose working in preschool education institutions and kindergarten classroom in the primary school institutions. The data of the study were obtained by using the "Personal Information Form", "Attitude Scale Towards the Use of Technological Tools and Equipment in Preschool Education", "Pedagogical Belief Systems Scale", "Psychological Well-Being Scale" and "Psychological Resilience Scale for Adults". Pearson correlation coefficient, Mann Whitney U and One Way ANOVA analyzes were performed to find the relations between variables and difference between the groups. The findings of this study show that there are relaionships between preschool teachers' technology attitude scores, pedagogical beliefs, psychological well-being and psychological resikience. In addition, it was concluded that there was a difference in the scores of the two sub-dimensions of psychological well-being and psychological resilience according to the school type and professional seniority of the teachers.