Preschool teachers' efficiency levels

Main purpose of the research is to determine proficiency levels of pre-school teachers.Sample of the research is comprised of 165 preschool teacher who work in 96 different primary schools located in the centre of Aydın and its district .The study is in a descriptive screening model. As a tool for data collection .Proficiency Scale for Improvement and Evaluation Grounds of Preschool Teachers is used in the research. The scale was developed by researcher via restructuring The Ministry of National Education proficiency statements in specifical field proficiencies of pre-school teachers, within the frame of its research on teacher proficiencies through expert opinions. After pre- application the scale was given final shape.Proficiency scale developed for preschool teachers consists of two parts. The first part contains 6 variable to determine personal informations of preschool teachers and socio-economic levels of parents in the institutions teachers work. The second part is composed of 34 items to identify preschool teachers? competencies for knowledge of teaching profession.To analyse the data , as appropriate for the purposes, arithmetic mean, frequency and percentage values were calculated, One Way Anova, test of LSD, test of Tukey Multiple Comparisons and T-test were used.In the research, pre-school teachers' participation for all the items contained in the measuring tool were mainly in "completely agree" level. While preschool teachers describe themselves proficient at the highest level for planning learning process included in the nine sub-dimensions, it is identified that in terms of efficacy for cooperation with their counterparts they regard themselves less proficient in comparison with the other sub-dimensions It is revealed that, all the sub dimensions contained in measuring tool have meaningful correlation with each other. Additionally, it is identified that, preschool teachers, for A3-level qualifications, regard themselves less efficient compared to the qualification levels of A1 and A2. There do not exist any meaningful difference between pre-school teachers? proficiency levels with the points such as schools from which pre-school teachers graduated, whether they are stuffed or contructual and whether pre-school teachers preferred their area willingly. Findings of the research showed that as pre-school teachers? length of service increases, their proficiency to make researches on children with different learning needs increases as well. Besides, it is attained that, positive quality of socio-economic conditions of school in which pre-school teachers serve has a positive effect on teachers? proficiency level of ?Evaluating Education Programme and Child Development.?KEY WORDS: Pre-school Teacher, Efficiency, Efficiency Levels, Areas of Development, Evaluation