Abstract:

This research aims to investigate the relationship between preschool teachers' thinking styles and their attitudes towards learning. In this context, preschool teachers' thinking styles and their attitudes towards learning were examined in terms of the variables as age, seniority and type of institution. The study group of the survey that is designed in a relative model consists of 187 pre-school teachers working in the academic year of 2017-2018 in state and private pre-school institutions in European and Anatolian regions of Istanbul. Three data collection tools were used in the research. These are "Personal Information Form", "Rational-Experiential Thinking Styles Inventory" and "Scale of Attitudes towards Learning". The research findings indicate for preschool teachers that the Need for Cognition and the Faith in Intuition subscales of Rational-Experiential Thinking Styles Inventory significantly correlates positively with the Anxiety subscale and negatively with the Expectation and the Opennes subscales of the Scale of Attitudes towards Learning.

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