Examining Pre-Service Preschool Teachers’ Self-Efficacy Beliefs Regarding Family Involvement Activities According to Their Status of Taking Family Education Courses and Various Variables / Okul Öncesi Öğretmen Adaylarının Aile Katılımı Etkinliklerine İlişkin Öz-Yeterlik İnançlarının Aile Eğitimi Dersi Alma Durumları ve Çeşitli Değişkenlere Göre İncelenmesi

This study, which aims to examine the self-efficacy beliefs of pre-service preschool teachers regarding family involvement activities based on their status of taking family education and involvement courses and various variables, is designed in a descriptive survey model, one of the quantitative research methods. The study group consists of 78 pre-service preschool teachers who were selected through convenience sampling from a state university's Preschool Teacher Education Program. The data for the study were obtained through the “Demographic Information Form,” created to determine the demographic information of the pre-service teachers, and the “Preschool Teacher Candidates' Self-Efficacy Belief Scale Regarding Parents Participation Activities,” used to determine their self-efficacy beliefs regarding family involvement activities. The results obtained from the research are as follows: The self-efficacy beliefs regarding family involvement of pre-service teachers who have taken the family education and involvement course are higher than those who have not taken the course. The self-efficacy beliefs regarding family involvement of third-year pre-service teachers are higher than those of second-year pre-service teachers. The self-efficacy beliefs of pre-service preschool teachers regarding family involvement do not differ statistically significantly according to the participation in a seminar on family education.