Türkiye'de STEM eğitimi hakkındaki paydaşların merkezinde olan öğretmenlerin mevcut düşünceleri bilinmemektedir. Öğretmenlerin bütünleştirmeye karşı mevcut tutumlarının tespiti ihtiyacı, bu alanda bir ölçeğin gerekliliğini ortaya koymaktadır. Bu çalışmada da bu eksikliği giderme yönünde bir çaba ortaya konacaktır. Bu çalışmanın amacı fen ve matematik alanlarında eğitim alan yetişkinlerin STEM eğitimi yaklaşımına dair olan tutumlarını ölçen bir ölçeği geliştirmektir. Bu amaçla alanda var olan bir ölçek temel alınmıştır ve litaratürdeki ölçek geliştirme basamakları takip edilmiştir. Ölçek, fen ve matematik alanlarında öğrenim gören toplam 300 öğretmen adayına uygulanmıştır. Ölçeğin kuramı karşılayıp karşılamadığının test edilmesi için yapılan doğrulayıcı ve açımlayıcı faktör analizlerinin sonucunda ölçeğin 2 faktörlü yapısı doğrulanmıştır. Ölçeğin güvenilirliği için yapılan analizler neticesinde ölçeğin her iki boyutu ve geneli için tatminkâr düzeyde alfa ölçümleri bulunmuştur. Sonuç olarak, ölçeğin uyarlanmış halinin geçerli ve güvenilir yapısı onanmıştır.

The present study examines the evaluation models of strategic management (SM) programs in business academies and evaluates a sample program based on Stufflebeam's context, input, process, product (CIPP) program evaluation model. When evaluation studies used in Turkey were scrutinized, Stake's countenance model and Provus's discrepancy model were also discovered; however, the CIPP Model has generally been used. Further, this study explores (1) the history of SM education and (2) SM education within the perspectives of business academies, (3) a sample of SM education developed by a private education consulting service and (4) a theoretical background and a practical method to evaluate the program of business academies.

This study examined the relationship between preschool teachers’ selfefficacy beliefs and their teaching attitudes. In the study, it was considered whether preschool teachers’ self-efficacy beliefs and their teaching attitudes change in terms of certain variables. The research was carried out using a correlational survey model. The target population of the study is the preschool teachers working in Küçükçekmece district, İstanbul Province, in the 2017-2018 academic year. The working group consists of 264 preschool teachers working at the schools in said district. The following assessment instruments were used in the research: “Personal Information Form,” “Preschool Teachers’ Self-efficacy Beliefs Scale,” to identify preschool teachers’ self-efficacy beliefs and ‘Preschool Teachers’ Teaching Attitudes Scale’ to determine the teachers’ attitudes. The obtained data were analyzed using Pearson multiplication moment correlation analysis, and Regression analysis was performed to determine the level of self-efficacy beliefs of preschool teachers affecting teaching attitudes. Preschool teachers were found to have full self-efficacy beliefs in the teaching-learning process, communication skills, planning, and regulation of learning environments and classroom management, and firm self-efficacy beliefs in family participation. Teachers’ attitudes of preschool teachers were found to be democratic at the highest level, followed by autocratic and laissez-faire at the lowest level. As a result of the regression analysis made to determine the level of the effect of self-efficacy beliefs of preschool teachers on their teaching attitudes, the learning and teaching process positively predicts democratic teaching attitudes and negatively predicts laissez-faire attitudes.

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Children should have some essential characteristics to follow primary school education. Pre-schools prepare children for the first years of primary school by teaching them to attain the necessary skills. The main aim of this study was to explore the self-regulation skill levels of 4-6 age group students attending pre-school education institutions, according to various demographic variables. In this survey, a descriptive research method, one of the quantitative research methods, was used. The population is 10336 students who attend the public preschool education institutions in Küçükçekmece, İstanbul, and the sample consists of 203 students. The ‘Personal Information Form’ and the Development of the Self-Regulation Skills Scale for 4-6 Years Old Children (Teacher Form) were used in the research to collect data. One-way analysis of variance (ANOVA) and t-test were implemented to analyze the data. In terms of findings of the research, when teachers consider the self-regulation skills of 4-6 years old students as sub-dimensions, they stated that they had “mostly” obstructive control sub-dimension, “mostly” and “always” had sub-dimension of working memory. In general, it can be said that the children participating in the research mostly had self-regulation skills. Although significant differences existed between the self-regulation skills of preschool students in terms of gender, age, and class size, no significant difference was found according to whether the mothers working in a job or not. Keywords: self-regulation, self-regulation skills, preschool students, preschool teacher