An examination of the self-efficacy in play instruction among teachers in preschool special education institutions

Merve Uygur Celep*, Oktay Taymaz Sarı

*Corresponding author for this work

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Abstract

This study aims to understand the level of teacher's play instruction self-efficacy and the relationship between the level of self-efficacy and different variables. The study is descriptive and uses the ‘scanning model’. 100 teachers in preschool special education facilities connected to Istanbul’s Ministry of National Education participated in the study. The “Personal Information Form” and the “Preschool Play Teaching Self-Efficacy Questionnaire” are used to gather research data. The data was analysed using statistical analysis. Based on the survey results, it was determined that play instruction self-efficacy is highly valued among teachers working in preschool special education institutions. In addition, while the sub-dimension in which teachers’ self-efficacy is at the highest level is planning, the lowest is implementation.
Original languageEnglish
Pages (from-to)859-876
Number of pages18
JournalUluslararası Anadolu Sosyal Bilimler Dergisi
Volume8
Issue number4
DOIs
Publication statusPublished - 30 Oct 2024

Keywords

  • preschool special education
  • play
  • self-efficiency

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