Liman, BelginPaksoy, Sümeyra Arzu Oral2024-11-072024-11-0720201308-2140https://doi.org/10.29228/TurkishStudies.38816https://search.trdizin.gov.tr/tr/yayin/detay/418601https://hdl.handle.net/11480/12706The research aims to investigate the relationship between self-efficacy beliefs of the teachersworking in preschool education institutions and their professional self-esteem. Survey model was used in thisstudy. Research group consisted of 110 preschool teachers who work in independent kindergartens, nurseryschools and private kindergartens located in the city center of Nigde. At the end of research, it is seen that thereis no significant difference between the preschool teachers’self-efficacy beliefs and professional self-esteemaccording to their age, marital status, the institution of employment, acquired academic degree, and attendanceto in-service training programs. While there is a significant difference among the teachers’ professional selfesteemaccording to the duration of service; no significant difference is found between their self-efficacy beliefscores. It is found that there is a low level of positive relationship between the preschool teachers’ self-efficacybeliefs and professional self-esteem. It is a well-known fact that self-efficacy perception of individuals isaffected by the verbal assessments of other people. Therefore, the positive aspects of teachers can beappreciated by the school administrators and the teachers’ participation in the decision-making process of theschools can be ensured. Teachers may be provided with the opportunity to excel in the profession and toimprove themselves. In order to improve teachers' self-efficacy and professional self-esteem, participation inin-service training courses and activities can be ensured.eninfo:eu-repo/semantics/openAccessEğitimEğitim AraştırmalarıBeşeri BilimlerEğitimÖzelPsikolojiArticle15146747910.29228/TurkishStudies.38816418601