An Analysis of the Relationship Between Preschool Teachers' Levels of Having Professional Values and Their Self-Efficacy Beliefs

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dc.contributor.authorÖztürk, Yasemin Abalı
dc.contributor.authorAtasoy, Hikmet Kübra
dc.date.accessioned2025-01-27T19:30:16Z
dc.date.available2025-01-27T19:30:16Z
dc.date.issued2022
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe 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.
dc.identifier.doi10.29299/kefad.928691
dc.identifier.endpage705
dc.identifier.issn2147-1037
dc.identifier.issue1
dc.identifier.startpage671
dc.identifier.trdizinid1071563
dc.identifier.urihttps://doi.org/10.29299/kefad.928691
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1071563
dc.identifier.urihttps://hdl.handle.net/20.500.12428/16025
dc.identifier.volume23
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofAhi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TRD_20250125
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.subjectEğitim
dc.subjectÖzel
dc.subjectPsikoloji
dc.titleAn Analysis of the Relationship Between Preschool Teachers' Levels of Having Professional Values and Their Self-Efficacy Beliefs
dc.typeArticle

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