The Effect of Perceptions of Professional Competence of Preschool Teachers on Their Professional Burnout During the COVID-19 Pandemic

The aim of the research was to examine the effect of preschool teachers’ perception of professional competence on their professional burnout in Türkiye. A total of 157 teachers composed the study group. In this research, The Burnout Measure, Short Version, Teacher Professional Competence Scale and Personal Information Form prepared by the researchers were used as data collection tools. According to the regression results, the sub-dimensions of teachers’ professional competence, managing teaching and learning processes, and personal and professional development negatively affected the level of professional burnout. The findings indicate that teachers with a bachelor’s or postgraduate degree were less burned out compared to those who graduated from high school or associate’s degree programs. Teachers who graduated from a preschool education departments were less burned out compared to those from child development or other departments. Teachers working in public schools were more burned out compared to those working in private schools. Teachers aged 31 and above scored higher in the sub-dimension of planning education and educating. Additionally, it was observed that teachers working in private schools perceived higher competency levels in overall professional competence as well as in the sub-dimensions of subject matter knowledge, pedagogical content knowledge, legislative knowledge, managing teaching and learning processes, and assessment and evaluation compared to teachers working in public schools. As a result, undergraduate and graduate preschool teachers in Türkiye usually work in public schools. These teachers may have higher expectations from themselves. Not being able to meet their expectations during the pandemic may have caused these teachers to feel more burnout. In this case, it would be appropriate to provide these teachers with appropriate environments and adequate psychological support.