Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2015
Tezin Dili: İngilizce
Öğrenci: Aysun Ata
Danışman: HASİBE ÖZLEN DEMİRCAN
Özet:The aim of this study was to investigate the relationship between self-efficacy beliefs and teacher- child communication skills of preschool teachers. More specifically, this study explored how well self-efficacy beliefs and years of experience predict teacher-child communication skills of preschool teachers. In-service preschool teachers (N=304) working in pre-schools within the Ministry of National Education in Ankara were the participants of the study. In the study, a demographic information form and two major questionnaires were used in order to gather data. Self-efficacy beliefs of teachers were identified by using the “Preschool Teachers’ Self Efficacy Beliefs Scale”. The second measurement tool was the “Teacher-Child Communication Scale” used to determine the teacher-child communication skills of pre-school teachers. One-way analysis of variance and multiple regression analysis were used to analyze the data. The results revealed that there was a strong and positive relationship between teacher-child communication skills and self-efficacy beliefs. Moreover, self-efficacy beliefs made a significant contribution to teacher-child communication skills. On the other hand, years of experience and the type of institution where teachers work did not contribute significantly to preschool teachers’ teacher-child communication skills. Upon understanding the significant relationship between self-efficacy beliefs of preschool teachers and their teacher-child communication skills, it can be inferred that training preschool teachers to have higher self-efficacy beliefs should be adopted as one of the primary aims by teacher education institutions in order to develop teachers with a higher level of communication skills.