An examination of the self-efficacy in play instruction among teachers in preschool special education institutions

This study aims to understand the level of teacher's play instruction self-efficacy and the relationship between the level of self-efficacy and different variables. The study is descriptive and uses the ‘scanning model’. 100 teachers in preschool special education facilities connected to Istanbul’s Ministry of National Education participated in the study. The “Personal Information Form” and the “Preschool Play Teaching Self-Efficacy Questionnaire” are used to gather research data. The data was analysed using statistical analysis. Based on the survey results, it was determined that play instruction self-efficacy is highly valued among teachers working in preschool special education institutions. In addition, while the sub-dimension in which teachers’ self-efficacy is at the highest level is planning, the lowest is implementation.