Relationships Between Preschool Teachers' Cognitive Flexibility, Mindfulness, and Self-Efficacy

Bekirler A., Günay Bilaloğlu R.

Ege Eğitim Dergisi, cilt.23, sa.3, ss.301-318, 2022 (Hakemli Dergi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 23 Sayı: 3
  • Basım Tarihi: 2022
  • Dergi Adı: Ege Eğitim Dergisi
  • Derginin Tarandığı İndeksler: TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.301-318
  • Çukurova Üniversitesi Adresli: Evet

Özet

The aim of this study is to examine the relationships between preschool teachers' cognitive flexibility levels, mindfulness levels, self-efficacy perceptions, and to determine whether cognitive flexibility and mindfulness of preschool teachers predict self-efficacy of preschool teachers. The study, which is a correlational survey, consists of 230 preschool teachers working in the spring term of the 2020-2021 academic year. Cognitive Flexibility Inventory, Conscious Awareness Scale, Preschool Teachers' SelfEfficacy Beliefs Scale, and Personal Information Form were used as data collection tools. In the analysis of the data, Independent Samples t test, one-way ANOVA, Scheffe, Pearson’s Correlation and Regression Analysis were conducted. Regarding the research, it was found that cognitive flexibility, mindfulness, and self-efficacy of preschool teachers were positively and significantly related to each other. In addition, it was noted that self-efficacy perception levels mostly decreased as the duration of experience decreased. In parallel, it was found that the self-efficacy of teachers over the age of 30 was higher than that of teachers aged 30 and younger. Additionally, it was concluded that cognitive flexibility and mindfulness of preschool teachers significantly predicted their self-efficacy perceptions. In line with the findings, various suggestions were presented for educators and researchers.