Investigation of preschool teachers' attitudes about creative drama and self-efficiency of using creative drama method

The purpose of this study, pre-school teachers' attitudes and self-efficacy towards creative drama method are examined in terms of some variables (age, experience, type of school they work, age group, number of children studied, undergraduate course taking and frequency of drama activities). Fort his purpose, the relational scanning model was used in the research.The sample was selected using a simple random sampling method. The study involved 180 preschool teachers, 170 females and 10 males preschool teachers who worked various state schools in Düzce city center in the fall semester of the 2019-2020 academic year. The personal information form developed by the researcher as the data collection tool in the research, the "Attitude Scale towards the Creative Drama Lesson" developed by Cantürk Günhan and Can (2009) with 50 items, and the "Abstract for Using the Creative Drama Method" consisting of 47 items developed by Adıgüzel (2006) Competence Perception Scale" was applied to preschool teachers. Analyses were performed using frequencies, percentages, arithmetic means, standard deviations, an independent two-sample t-test for the analysis of the difference between the two groups, and the ANOVA test for the analysis of the difference between more than two groups. Finally, correlation and regression analyzes were conducted to test the existence of the relationship between attitude and self-efficacy scales. Reliability analysis was performed for both scales. As a result of the analysis, it was determined that the cronbach alpha value for the "Self-efficacy Perception Scale for Using the Creative Drama Method" was 0.946 and the cronbach alpha value of the "Attitude Scale towards the Creative Drama Lesson" was 0.640. The results showed that preschool teachers' attitudes towards drama are quite low; drama application self-efficacy perceptions are also high and It was concluded that there was a statistically significant but weakly negative relationship between preschool teachers' perceptions of drama application efficacy and their attitudes towards drama (p <0.05). It was found that pre-school teachers' attitudes towards drama did not differ according to age, seniority, age groupin the class, and number of childrenin the class; On the other hand, it was observed that the frequency of taking undergraduate drama lessons and giving drama activities differs significantly according to the situation. The perception of self-efficacy towards the drama method did not differ according to age, seniority, age groupin the class, and number of childrenin the class; A significant difference was found in terms of the frequency of using the institution and the drama activities.