Investigation of Self-Efficacy Beliefs and Professional Self-Perceptions of Preschool Teachers

The research aims to investigate the relationship between self-efficacy beliefs of the teachers working in preschool education institutions and their professional self-esteem. Survey model was used in this study. Research group consisted of 110 preschool teachers who work in independent kindergartens, nursery schools and private kindergartens located in the city center of Nigde. At the end of research, it is seen that there is no significant difference between the preschool teachers’self-efficacy beliefs and professional self-esteem according to their age, marital status, the institution of employment, acquired academic degree, and attendance to in-service training programs. While there is a significant difference among the teachers’ professional selfesteem according to the duration of service; no significant difference is found between their self-efficacy belief scores. It is found that there is a low level of positive relationship between the preschool teachers’ self-efficacy beliefs and professional self-esteem. It is a well-known fact that self-efficacy perception of individuals is affected by the verbal assessments of other people. Therefore, the positive aspects of teachers can be appreciated by the school administrators and the teachers’ participation in the decision-making process of the schools can be ensured. Teachers may be provided with the opportunity to excel in the profession and to improve themselves. In order to improve teachers' self-efficacy and professional self-esteem, participation in in-service training courses and activities can be ensured.

Okul Öncesi Öğretmenlerinin Öz-Yeterlik İnançları ve Mesleki Benlik Algılarının İncelenmesi

Bu araştırmada, okul öncesi eğitim kurumlarında çalışan öğretmenlerin öz yeterlilik inançları ile mesleki benlik saygıları arasındaki ilişkinin incelenmesi ve etkili olabilecek etmenlerin ortaya çıkartılması amaçlanmıştır. Araştırma, tarama modelinin kullanıldığı betimsel bir araştırmadır. Araştırmanın çalışma grubunu 2017-2018 öğretim yılında Niğde il merkezindeki bağımsız anaokulları, anasınıfları ve özel anaokullarında görev yapan 110 okul öncesi öğretmeni oluşturmaktadır. Araştırmada öğretmenlerin cinsiyet, yaş, medeni durum, çalıştığı kurum, mezuniyet türü, hizmet içi alma durumu ve hizmet yılı gibi değişkenler de göz önünde bulundurulmuştur. Araştırmanın sonunda okul öncesi öğretmenlerinin yaş, medeni durum, çalıştığı kurum, mezuniyet türü, hizmet içi alma durumuna göre öz yeterlilik inançları ve mesleki benlik saygıları arasında anlamlı farklılaşma olmadığı görülmüştür. Öğretmenlerin mesleki kıdemlerine göre mesleki benlik saygıları arasında anlamlı farklılaşma olduğu görülürken; öz yeterlilik inanç puanları arasında anlamlı bir farklılaşma bulunmamıştır. Okul öncesi öğretmenlerinin benlik saygısı ile öğretmen disiplin anlayışı arasında pozitif yönde anlamlı bir ilişki olduğu, öğretmenlerin öz yeterlik inançları ile mesleki öz saygı düzeyleri arasında düşük düzeyde pozitif ilişki olduğu tespit edilmiştir. Bireylerin öz yeterlik algısının diğer kişilerin sözlü değerlendirmelerinden etkilendiği bilinen bir gerçektir. Bu nedenle, öğretmenlerin olumlu yönleri okul yöneticileri tarafından takdir edilebilir ve öğretmenlerin okulların karar alma sürecine katılımı sağlanabilir. Öğretmenlere mesleklerinde üstün olma ve kendilerini geliştirme fırsatı sağlanabilir. Öğretmenlerin öz yeterliklerini ve mesleki öz saygılarını arttırmak için hizmet içi eğitim kurslarına ve etkinliklerine katılım sağlanabilir.

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