Cognitive Factors Affecting Preschool Teachers' Beliefs In Child-Centered Instruction: A Structural Equation Model

In this study, the cognitive factors affecting preschool teachers' beliefs in child-centered instruction were tried to be revealed within the framework of a model. Problem solving skills, creativity skills, and critical thinking skills were accepted as cognitive factors. The study group consists of 219 preschool teachers that they were selected with a convenience sampling method. According to the findings of the research, teachers' problem-solving skills, creativity skills and critical thinking skills have a positive and direct effect on their beliefs about child-centered instruction. According to the model fit indices, it was observed that the model had acceptable and excellent fit indices.