The Role of Attachment to Mother and Father in Predicting Preschool Teachers' Life Skills and General Self-Efficacy

Abstract

The aim of this study is to examine the role of attachment to mother and father in predicting preschool teachers' life skills and general self-efficacy. The working group of the study, which was designed according to the relational survey model, consisted of 225 participants determined by convenience sampling method. Data were collected using the Life Skills Scale, General Self-Efficacy Scale and the Parental Attachment Recognition Scale. Pearson correlation analysis and multiple linear regression method were used to analyze the data. The findings revealed that preschool teachers developed a stronger attachment to their mothers compared to their fathers, and that there was a significant positive relationship between their life skills and general self-efficacy levels. In addition, attachment to mother and father together significantly predicted life skills and general self-efficacy. Attachment to mother and father explained 11.1% of life skills and 17.3% of general self-efficacy. While attachment to mother is a significant predictor of both life skills and general self-efficacy alone, attachment to father is not a significant predictor alone. In addition, a significant positive relationship was found between life skills and general self-efficacy. In conclusion, it is seen that perceived parental attachment plays an important role on preschool teachers' life skills and self-efficacy. The findings of the study were discussed within the framework of the literature and various suggestions for future research were presented.

Keywords

• Preschool Teacher
• Life Skills
• General Self-Efficacy
• Mother Attachment
• Father Attachment.

Okul Öncesi Öğretmenlerinin Yaşam Becerilerini ve Genel Öz Yeterliliklerini Yordamada Anne ve Babaya Bağlanmanın Rolü

Abstract

Bu araştırmanın amacı, okul öncesi öğretmenlerinin yaşam becerileri ve genel öz yeterliliklerini yordamada anne ve babaya bağlanmanın rolünü incelemektir. İlişkisel tarama modeline göre tasarlanan araştırmanın çalışma grubunu uygun örnekleme yöntemiyle belirlenen 225 katılımcı oluşturmaktadır. Veriler, Yaşam Becerileri Ölçeği, Genel Öz Yeterlilik Ölçeği ve Ebeveyne Bağlanmayı Tanıma Ölçeği kullanılarak toplanmıştır. Verilerin analizinde Pearson korelasyon analizi ve çoklu doğrusal regresyon yöntemi kullanılmıştır. Bulgular, okul öncesi öğretmenlerinin annelerine, babalarına kıyasla daha güçlü bir bağ geliştirdiklerini ve yaşam becerileri ile genel öz yeterlilik düzeyleri arasında pozitif yönde anlamlı bir ilişki bulunduğunu ortaya koymuştur. Ayrıca, anneye ve babaya bağlanma birlikte ele alındığında yaşam becerilerini ve genel öz yeterliliği anlamlı düzeyde yordadığı bulunmuştur. Anne ve babaya bağlanma, yaşam becerilerinin %11,1’ini ve genel öz-yeterliliğin %17,3’ünü açıklamaktadır. Anneye bağlanma hem yaşam becerilerinin hem de genel öz-yeterliliğin tek başına anlamlı bir yordayıcısı iken, babaya bağlanma tek başına anlamlı bir yordayıcı değildir. Sonuç olarak, algılanan ebeveyn bağlanmasının okul öncesi öğretmenlerinin yaşam becerileri ve öz yeterlilikleri üzerinde önemli bir rol oynadığı görülmektedir. Araştırma bulguları literatür çerçevesinde tartışılarak, sonraki araştırmalara yönelik çeşitli öneriler sunulmuştur.

Keywords

• Okul Öncesi Öğretmeni
• Yaşam Becerileri
• Genel Öz Yeterlilik
• Anneye Bağlanma
• Babaya Bağlanma.

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