The relationship between preschool teachers’ self-efficacy beliefs and their teaching attitudes

Abstract

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.

Preschool Teachers’ Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China

“…The correlation between self-efficacy and performance has been found to be positive in some studies [52,61,63] but non-significant in others [62,66]. The influence of teaching experience on this relationship remains ambiguous, with divergent findings in the literature.…”

“…The multi-faceted nature of teacher efficacy, encompassing personal, outcome, and teaching efficacy, has been explored [51]. Furthermore, preschool teachers' self-efficacy beliefs positively correlate with their teaching attitudes [52], and completing a degree can enhance practicing teachers' self-efficacy [53].…”

The relationship between trait mindfulness and subjective wellbeing of kindergarten teachers: The sequential mediating role of emotional intelligence and self-efficacy

“…Teachers’ self-efficacy can be understood as the belief that teachers can influence students’ self-confidence to a certain extent ( Muijs and Reynolds, 2015 ). Some scholars have found that kindergarten teachers generally have sufficient self-efficacy beliefs, and this ability will affect the classrooms management, teaching process and communication skills of kindergarten teachers ( Kırkıç and Çetinkaya, 2020 ).…”

“…Self-efficacy, as a predictor of cognitive participation ( Walker et al, 2006 ), has certain effects on teachers at all stages. For example, sufficient self-efficacy beliefs can have a certain planning and adjustment effect on the teaching process, communication skills and classroom management of kindergarten teachers ( Kırkıç and Çetinkaya, 2020 ). Emotional intelligence, as a non-cognitive affective factor, also plays an important role.…”

Okul Öncesi Öğretmenlerinin Bilişsel Esneklikleri, Bilinçli Farkındalıkları ve Öz Yeterlikleri Arasındaki İlişkiler

“…Research infers that, the self-efficacy perceptions of preschool educators have many effects. It has been determined that there are significant relationships between preschool teachers' self-efficacy perceptions and classroom administration abilities (Bay, 2020;Semerci & Uyanık Balat, 2018), age, professional experience, and participation in activities such as seminars, conferences, congresses, courses, and symposiums (Koç & Sak, 2017), problem solving approach (Kesgin, 2006), and teaching attitudes (Kırkıç & Çetinkaya, 2020). When the studies conducted abroad on self-efficacy perceptions are examined, low self-efficacy beliefs of educators were associated with emotional exhaustion and depersonalization.…”