TY  - JOUR
TI  - An Analysis of the Relationship Between Preschool Teachers' Levels of Having Professional Values and Their Self-Efficacy Beliefs
AB  - The world we live in differs in many ways over time. The most reliable way to differentiate and impose these differences on life is education. Besides, the self-efficacy belief levels of teachers working at preschool education institutions and their professional values play a significant role in the early childhood period, which forms the basis of children's education life. This study aims to examine preschool teachers' levels of having professional values and their self-efficacy beliefs about the teaching profession and the relationship between them. Being descriptive, this study used a survey model, one of the quantitative research methods. The study deployed “Teaching Profession Values Scale” with 24 items developed by Tunca and Sağlam (2012) and “Preschool Teachers' Self-Efficacy Beliefs Scale” with 37 items developed by Tepe (2011). The data were analyzed in computer environment through use of the SPSS package program. The study results based on five basic sub-problems revealed that preschool teachers’ level of having professional values and their self-efficacy beliefs were quite high, and that there was a medium level, positive and significant relationship between the professional values and self-efficacy beliefs. Preschool teachers were identified to mostly hold the dimensions of being respectful for differences and being open to cooperation, whereas being against violence and individual and social responsibility stand as the values that they had at the least level. Besides, preschool teachers considered themselves the most competent related to the dimensions of self-efficacy belief level such as organizing learning environments, classroom management and learning and teaching process, while communication skills and planning stand as the dimensions that they feel the least efficient about. The results also suggested that preschool teachers' self-efficacy belief levels varied across their educational status in favor of post-graduate teachers. While no significant difference was identified between the preschool teachers' professional values in terms of the school type and professional seniority; a significant difference was observed in terms of their educational status in favor of those with doctoral degree.
AU  - ATASOY, Hikmet Kübra
AU  - abalı öztürk, yasemin
DO  - 10.29299/kefad.928691
PY  - 2022
JO  - Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi
VL  - 23
IS  - 1
SN  - 2147-1037
SP  - 671
EP  - 705
DB  - TRDizin
UR  - http://search/yayin/detay/1071563
ER  -