Abstract:

Professional self-esteem is the individual's self-esteem and acceptance of this professional role, especially in relation to his/her professional position. Professional self-esteem of teachers affects their personal, professional and social development, happiness, satisfaction and harmony. Since teachers interact directly with the whole personality of their students, the need for this is strongly felt in the teaching profession. Teacher-student interaction requires dedication, a sense of ownership and commitments that are directly linked not only to their minds but also to their enthusiastic dedication to their profession. The aim of this study is to examine the professional self-esteem of preschool teachers in terms of various variables. The correlative investigation model was used in this study. The study population of the research is the teachers working in pre-school education institutions in Bağcılar, Bakırköy and Güngören districts on the European side of Istanbul. The sample of the research consists of 300 preschool teachers working in these districts. Random sampling method was used in the creation of the sample. According to the results of the research, there is no significant difference between the marital status and working status of the teachers and their professional self-esteem. However, teachers; 30-35 year olds are higher than teachers aged 20-25 and 25-30; higher than those working in private schools; It has been observed that those with 2-6 and 7-11 years of service have higher professional self-esteem than those with 0-1 years of service.

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