kastamonu education journal Kastamonu Education Journal 2147-9844 Kastamonu University 10.24106/kefdergi.1939257 Teacher Education and Professional Development of Educators Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi Education for Sustainable Development: An Investigation of Teacher Candidates' Self-Efficacy Beliefs According to Various Variables Sürdürülebilir Kalkınma İçin Eğitim: Öğretmen Adaylarının Öz-Yeterlik İnançlarının Çeşitli Değişkenlere Göre İncelenmesi Temiz Nazmiye CUKUROVA UNIVERSITY, FACULTY OF EDUCATION https://orcid.org/0000-0002-2448-1633 Altaş Kuşhan Elif Naz TED UNIVERSITY, FACULTY OF EDUCATION Turgut Kurt Rabia Tilburg University, Faculty of Education Gürgah Oğul İrem IZMIR DEMOCRACY UNIVERSITY, FACULTY OF EDUCATION 04 30 2026 34 2 238 253 04 25 2024 02 12 2026 Copyright © 1995, Kastamonu Education Journal 1995 Kastamonu Education Journal

This study aims to examine how early childhood education teacher candidates’ self-efficacy beliefs towards teaching sustainable development differed according to their active life experiences and demographic variables (e.g., gender, grade level, place of childhood, childhood home, having a garden at home, professional activities, membership in a non-governmental organization). 335 early childhood education teacher candidates at differing undergraduate levels from various universities throughout Türkiye constituted the participants. The data were collected using a demographic information form and Education for Sustainable Development Teaching Beliefs Scale. Statistical analyses indicated no statistically significant difference between preservice teachers’ gender, grade level, house type, garden status, participation in professional development activities, membership status in non-governmental organizations, repairing and renewing old objects instead of throwing them away or personal teaching efficacy and outcome expectancy belief scores. Significant differences were found in education for sustainable development teaching beliefs scores based on the variables of the place where the individual spent his/her childhood, participating in independent activities regarding the environment, recycling waste, and/or turning off the water while brushing teeth. These study findings confirmed that some demographic variables and active life experiences should be taken into consideration when looking for ways to increase self-efficacy of teacher candidates towards teaching education for sustainable development.

Bu araştırma, okul öncesi eğitimi öğretmen adaylarının sürdürülebilir kalkınma öğretimine ilişkin öz yeterlik inançlarının, etkin yaşam deneyimleri ve demografik değişkenlerine (örneğin; katılımcıların cinsiyeti, lisans eğitimindeki yılı, çocukluğunu geçirdiği yer, çocukluğunu geçirdiği ev, evin bahçesinin durumu ve çevre konusunda profesyonel etkinliklere katılım) göre nasıl farklılaştığını belirlemeyi amaçlamıştır. Araştırma Türkiye’nin çeşitli üniversitelerden farklı lisans düzeylerine sahip 335 okul öncesi öğretmen adayının katılımıyla gerçekleşmiştir. Veriler demografik bilgi formu ve Sürdürülebilir Kalkınma İçin Eğitimi Öğretmeye Yönelik Öz yeterlik İnançları Ölçeği aracılığıyla toplanmıştır. Tanımlayıcı istatistiksel analizler sonucunda okul öncesi eğitimi öğretmen adaylarının sürdürülebilir kalkınma için eğitim kişisel öz yeterlik inancı ve sonuç beklentisi inancı puanları arasında cinsiyete, sınıf düzeyine, ev tipine, bahçe durumuna, profesyonel gelişim etkinliklerine katılım durumuna, sivil toplum kuruluşlarına üyelik durumuna, eski nesneleri atmak yerine tamir etme ve yenileme değişkenlerine göre istatistiksel olarak anlamlı bir farklılık bulunmamıştır. Bireyin çocukluğunu geçirdiği yer, çevre konusunda bağımsız aktivitelere katılma, atıklarını geri dönüşüme atma ve dişleri fırçalarken suyu kapatma değişkenlerine göre okul öncesi eğitimi öğretmen adaylarının sürdürülebilir kalkınma için eğitimi öğretmeye yönelik öz yeterlik inanç puanlarında anlamlı farklılıklar bulunmuştur. Çalışmanın bulguları, okul öncesi eğitimi öğretmen adaylarının sürdürülebilir kalkınma için eğitimi öğretmeye yönelik öz yeterliliklerini artırmanın yollarını ararken bazı demografik değişkenlerin ve etkin yaşam deneyimlerinin göz önünde bulundurulması gerektiğini doğrulamaktadır.

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