Abstract:

The professional attitudes of teachers are important for the understanding and development of the educational-learning process. Because there is a relationship between the attitudes of teachers and the motivation they feel when doing their professions and the ways of dealing with the challenges they face. This situation also influences and shapes the learning environment, motivations and successes in which children are in. The professional attitudes of pre-school teachers, especially working with children and having to be active at every stage of the educational-learning process, are of critical importance. Therefore, the purpose of this study is to study the professional attitudes of pre-school teachers in terms of different variables. The study consists of 417 pre-school teachers. In the study, the Personal Information Form and the Attitude Scale towards the teaching profession were used to collect data. At the end of the study, it was determined that the attitudes of the pre-school teachers who participated in the study to the teaching profession did not differ according to their gender, age, age, number of children in their classes and whether or not they participated in an event related to their professions in the last year. However, it has been determined that attitudes vary according to the sector in which teachers work, the type of institution in which they work, the age group in which they educate, the way they work and the state of learning. In addition, the professional attitude points of teachers who work in private schools were higher than those who work in public schools, the points of teachers who work in native schools, the points of teachers of the six-year-old group, the points of teachers of the four-year-old group, the points of paid teachers, the points of staff teachers, the points of pre-graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers, the points of graduate teachers.

Abstract:

The aim of this study is to examine preschool teachers' attitudes towards teaching profession in terms of different variables. The sample of the study consisted of 417 preschool teachers. The Personal Information Form and the Attitude Scale of Teaching Profession were used to collect data. At the end of the study, it was found that the preschool teachers’ attitudes toward teaching did not differ according to their genders, ages, years of teaching, number of children in their classroom and whether they participated in an activity related to their profession in last one year. However, their attitudes differed according to the sector and the institution type they worked in, the age group they taught, working status (hourly paid or salaried) and their educational level. Also, the attitude scores of preschool teachers working in private school were higher than their colleagues’ working in public schools; the scores of teachers working in nursery classrooms were higher than scores of those working in kindergartens; the scores of teachers who taught six-year olds were higher than and the teachers of age four or mixed age group; the scores of hourly paid teachers were higher than salaried teachers; the scores of preschool teachers graduated from colleges (two-year) were higher than their colleagues’ who graduated from school of education (four-year).  

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