Özet:

Science education given in the pre-school period is an education that satisfies the child's natural curiosity, asking questions, exploring and researching skills. In this education given to the child, the qualifications of the teacher and her attitude towards science education are very important. In this study, it was aimed to determine the self-efficacy beliefs of preschool teachers towards science education and the factors affecting these competencies. The research was carried out in accordance with the scanning model, which is one of the descriptive research types. The measurement tool used within the scope of the study was transferred to the digital environment and delivered to preschool teachers working in 7 geographical regions of Turkey. 200 pre-school teachers voluntarily agreed to participate in the study. Teachers first filled out a 9-question survey that determined demographic characteristics. The "Science Education Self-Efficacy Belief Scale of Preschool Teachers" developed by Günşen and Uyanık was used as a data collection tool. The scale consists of three sub-dimensions: "result expectation in science education, belief in science education process, and personal self-efficacy belief in science education". As a result of the research, it was determined that preschool teachers' science education self-efficacy differs according to age, professional seniority and place of duty. In addition, it was determined that teachers' science education self-efficacy did not change according to gender, marital status, educational status, type of institution, age group and the unit to which the institution was affiliated.

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