Akademik Veri Yönetim Sistemi
Journal of Kırşehir Education Faculty, cilt.23, sa.1, ss.671-705, 2022 (Hakemli Dergi)
This study aims to examine preschool teachers' professional values and self-efficacy
beliefs about the teaching profession and the relationship between them. This study
employed a descriptive survey model. The study deployed “Teaching Profession
Values Scale” and “Preschool Teachers' Self-Efficacy Beliefs Scale” as data collection
tools. The study results revealed that preschool teachers’ level of professional values
and self-efficacy beliefs was as quite high. 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 they had at the least level. In
addition, preschool teachers considered themselves most competent on dimensions of
self-efficacy beliefs such as organizing learning environments, classroom management,
and the learning and teaching process, while they felt least effective on the dimensions
of communication skills and planning. The results also suggested that preschool
teachers' self-efficacy belief levels varied across their educational status in favor of
postgraduate teachers, and a significant difference was identified between their
professional values in favor of those with doctoral degree.