@article{article_242300, title={The Examination of Preschool Teachers’ Problem Solving Skills And Their Understanding of Disciplinary}, journal={OPUS International Journal of Society Researches}, volume={5}, pages={82–111}, year={2016}, author={Sesli, Savaş and Bozgeyikli, Hasan}, keywords={Okul Öncesi Öğretmeni, Problem Çözme, Disiplin Anlayışı}, abstract={In this study, problem solving skills of preschool teachers and their sense of discipline which will affect their attitudes to the student have been examined in terms of their years of working expereince, the type of school they work at, the university they graduated from, their vocational title, the number of students in their classes and the group of age of the students they teach. This study is qualitative and has adopted a survey model. The sampling of the study consists of 222 preschool teachers chosen via simple random sampling among 474 preschool teachers from 220 schools, 202 of which are primary schools which have preschool classes and 18 of which are preschools, within the boundaries of Kocasinan, Melikgazi and Talas districts in Kayseri for the 2012-2013 school year. Research data was gathered by using personal information form and the problem solving scale and The Scale for Understanding of Disciplinary by Teachers. As a result of the statistical analysis it has been identified that the problem solving skills of preschool teachers do not differentiate according to their years of seniority, the school they work at, their titles, number of students in the classes and the age group they teach. However, it has been revealed that there is a meaningful correlation between subscale personal control and the school of graduation. When the data related to the understanding of disciplinary has been analyzed, there has not been found out any meaningful distinction between seniority, school type, occupational title and the age group they teach. However, obedience subcscale has a meaningful distinction. Moreover, in terms of occupational title in obedience and oppressive subdimensions, in terms of the age group in oppressive and student centred subdimension and in terms of the number of students in a class; meaningful distinction has been identified}, number={8}, publisher={İdeal Kent Yayınları}