The Moderating Role of Various Variables in the Relationship Between Preschool Teachers' Professional Self-Efficacy and Motivation Levels
DOI:
https://doi.org/10.63556/ankad.v9i4.308Keywords:
self efficacy, teacher motivation, preschool teachers, efficacyAbstract
The purpose of this study is to determine the relationship between preschool teachers' professional self-efficacy The purpose of this study is to determine the relationship between preschool teachers' professional self-efficacy perceptions and motivation levels and to examine the moderating role of age and professional experience on this relationship. The study group consisted of 139 preschool teachers working in Kars province who volunteered to participate in the study. The study group was determined using the convenience sampling method, a non-random sampling method. A personal information form, a preschool teachers' self-efficacy scale, and a teacher motivation scale were used in the study. The study results indicate that the relationship between teachers' motivation levels and professional self-efficacy perceptions may vary according to demographic variables such as age and experience. The relationship between teachers' motivation levels and professional self-efficacy perceptions is not one-dimensional and may vary depending on demographic variables such as age and experience. This demonstrates the importance of considering individual and professional characteristics in assessing this relationship.
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