Abstract
This study investigates the effect of preschool teachers’ collective self-efficacy. A study group consists of 172 preschool teachers who are working in public preschools affiliated with the Ministry of National Education in different cities of Turkey. In this study, teacher self- efficiency scale is employed to assess professional efficiency perception of teachers. Schwarzer et al have developed the scale, Sunbul and Arslan studied validity and validity of scale, and adopted it to Turkish. For identifying teachers’ collective self-efficacy, the Collective Teachers’ Self-Efficacy Scale developed by Arslan and Sunbul (2006) has been applied. In data analysis, Pearson product-moment correlation, and simple linear regression analysis method has been used. As a result of the study, it was found that there was a positive relationship between teachers’ self-efficacy and collective self- efficacy. Besides, it was found that teachers’ self-efficacy significantly explain collective self- efficacy. Key words: Teacher, self-efficacy, collective self-efficacy.
Highlights
Teaching is a profession that takes the administrative tasks related to education, teaching of the state (Dagli, 2002)
This study investigates the effect of preschool teachers’ collective self-efficacy
As a result of Pearson correlation analysis to determine the relationship between pre-school teachers 'scores obtained from “The Scale of the Perception of the Teaching Profession” and “The Collective Self-Efficacy Scale”; it was found that there was a positive correlation (r = 0.710) between pre-service teachers' perceived occupational proficiency scores and collective selfefficacy scores at p
Summary
Teaching is a profession that takes the administrative tasks related to education, teaching of the state (Dagli, 2002). Teaching is a significant profession that shapes the way of life and development of individuals, and society. For this reason, one of the basic elements that make teaching processes meaningful, effective and productive is the role of teacher (Alkan, 2000). The extent to which the teacher have the qualifications related to the teaching profession and their attitudes towards the teaching profession has an important place in the nature for the educated teachers (Capri and Celikkaleli, 2008; Bozdoğan et al, 2007; Aydın and Sağlam, 2012). There is an important place in the formation, development and orientation of society in education and training
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