The Comparison of Teacher Self Efficacy Beliefs between Pre-service Preschool Teachers and Preschool Teachers

Abstract

ABSTRACT:The purpose of this study is to compare teacher self efficacy belief between preservice preschool teachers and preschool teachers. For this study, 177 preschool teachers working in Afyonkarahisar city center and 161 preservice preschool teachers studying in Afyon Kocatepe University, Education Faculty in the 2nd semester of 2011 -2012 academic years, is selected. In this study, "Preschool Teachers' Multi Dimensional Self Efficacy Scale" is used as data collection tool. When self-efficacy believes of pre-school teachers and preservice preschool teachers are compared, statistically significant results are found in all sub-factors and general self-efficacy believes in favour of pre-school teachers except for family participation sub-factor. Preschool teachers' self efficacy beliefs are significantly higher than preservice preschool teachers' self efficacy beliefs.Keywords: preschool teacher, preservice preschool teacher, teacher self efficacy belief Extended AbstractPurpose and Significance: Teachers are the leading actors in supporting the development processes of preschool children. Teachers are focus of interest for children of this period and they are effective in all areas of preschool children's education. There exists another important duty to be fulfilled by teachers who already take important role in attainment of behaviours, skills and academic information. This duty is developing self-esteem of students to put the information and skills they have attained into practice. In other words, teachers' duty is to help students develop positive attitudes just like "I can achieve or I can do". These attitudes lead the way to self-efficacy belief. In the present case, along with supporting the development of the children and teaching behaviours, academic information and skills, teachers should help students form selfefficacy belief and support the development of self-efficacy belief. The children maintain their lives confidently, successfully and happily with high self-efficacy belief. For the children to develop high self-efficacy belief, preschool teachers' self-efficacy believes should also be high. Only the teachers with powerful self-efficacy belief can bring up children with high self-efficacy belief (Bandura, 1986).

Investigation of the Relationship Between Self-Efficacy Belief and Classroom Management Skills of Preschool Teachers with Other Variables

“…Concurrently, self-efficacy belief level is effective in increasing motivation (Shunk, 1991) and in achieving success (Yılmaz, Tomris, & Kurt, 2016). Therefore, self-efficacy belief level will be effective on the negative or positive attitudes of the individual towards a certain field (Şenol & Ergün, 2015).…”

“…Educational practices, the processes of organizing classroom environment and creating a classroom atmosphere, may differ by teachers' self-efficacy belief levels. (Gibson & Dembo, 1984;Şenol & Ergün, 2015;Yılmaz, Gerçek, Köseoğlu, & Soran, 2006). Teachers' self-efficacy belief has a significant impact on the development and application of different solution strategies in identifying and solving problems in the educational environment.…”

“…Previous studies examined teachers' self-efficacy belief levels by some variables (Guo et al, 2010;Gömleksiz & Serhatlıoğlu, 2013;Kadim, 2013;Şenol & Ergün, 2015;Yılmaz et al, 2016;Gökmen et al, 2016). Similarly, some studies revealed that many variables affected the classroom management skills of preschool teachers (Filcheck, Mcneil, Greco, & Bernard, 2004;Denizel Guven & Cevher, 2005;Gezgin, 2009;Tal, 2010;Akgün et al, 2011;Carlson, Tiret, Bender, & Benson, 2011;Nur, 2012;Yeşilay Daşıran, 2013;Keles, 2013;Degol & Bachman, 2015;Dinçer & Akgün 2015;Adıgüzel, 2016;Toran & Gençgel Akkuş, 2016;Zembat, Tunçeli, & Akşin Yavuz, 2017;Sadık & Dikici Sığırtmaç, 2016;Aküzüm & Altunhan, 2017;Metin, Aydoğan, Kavak, & Mercan, 2017;Ekici, Günhan, & Anılan, 2017;Şahin-Sak, Sak, & Tezel-Şahin, 2018).…”

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

“…Teaching strategies given at undergraduate level affect preschool teachers' classroom management skills positively and also affect preschool teachers' self-efficacy beliefs at a high level (Burt and Sugawara, 1992;Kaya, 2010;Senol, and Ergun, 2015;Tabancali and Celik, 2013).…”

Okul Psikolojik Danışmanlarının Genel Öz-Yeterlik İnancı ve Örgütsel Özdeşleşme Algısı

“…Genel olarak öğretmen öz-yeterliği (Azar, 2010;Gömleksiz ve Serhatlıoğlu, 2013;Hoy, 2000;Kushner, 1993;Saracaloğlu, Yenice ve Özden, 2013;Şenol ve Ergün, 2015;Tabancalı ve Çelik, 2013;Trentham, Silvern, ve Brogdon, 1985;Ülper ve Bağcı, 2012;Üstüner, Demirtaş, Cömert ve Özer, 2009) araştırmaları önemli bir konu olagelmiştir.…”