An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC

Abstract

Determining the factors that affect teachers' competences has a decisive role in revealing the quality of teaching process. In this context, it is important to identify professional variables affecting the self-efficacy of preschool teachers. For this reason, it is aimed to investigate which professional variables influence preschool teachers' sense of efficacy. In the research, a descriptive research model was adopted. The working group of the study is composed of 191 preschool teachers participating in public nurseries and kindergartens in the TRNC, and also those participating to the research as a volunteer. The Professional Information Form and the Teacher's Sense of Efficacy Scale were used as data collection tools in the study. Statistical analyses suitable for the analysis of the data were applied by applying the normality tests to the collected data. According to the findings obtained from the analysis made, except for the school type the preschool teachers graduated and the number of children, factors such as the graduated department, the place of residence, the duration of professional experience, the economic competence, and the educational environment were found to affect the self-efficacy of preschool teachers. As a result, it can be said that preschool teachers' self-efficacy is influenced by professional variables.

The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings

“…However, in a review of seven large scale studies, Early and colleagues (2007) found contradictory effects of formal teacher education on quality of ECEC settings. Regarding teacher experience, Guo and team (2011) found that teachers' teaching experience was not a significant predictor of teachers' self-efficacy, while Toran (2017) found a significant relationship between the duration of professional experience and teacher self-efficacy in a study which included 191 preschool teachers. Moreover, consistent with previous research, the current study did not find that the number of children in each classroom was associated with teacher sense of self-efficacy (Toran, 2017).…”

“…Professional development and in-service training can positively influence teacher selfefficacy (Bray-Clark & Bates, 2003;Santiago et al, 2022;Toran et al, 2017). For many educators who do not participate in formal preparation programs, in-service training often overlaps as default preparation for practice (Institute of Medicine & National Research Council, 2015).…”

Hubungan Kelayakan Akademik dan Pengalaman Mengajar dengan Tahap Efikasi Kendiri Guru Prasekolah Menjalankan PDPC Pasca Pandemik Covid-19

“…Kajian Toran (2017) berkaitan efikasi kendiri guru prasekolah yang menggunakan instrumen TSES telah dapat melihat efikasi guru prasekolah berdasarkan beberapa variabel berkaitan pembangunan profesional yang dikaji. Toran (2017) mendapati latar belakang akademik iaitu berkaitan dengan jenis program guru bergraduasi mempengaruhi tahap efikasi secara signifikan.…”