Abstract:
For pre-school teachers, subjective well-being and self-efficacy are critically important
for creating an effective educational environment that supports the healthy
development of children. There are relational studies in the literature on teachers'
subjective well-being and self-efficacy. However, no experimental studies have been
found in the literature to increase teachers' subjective well-being and self-efficacy. This
study examined the effect of drama education on the subjective well-being and selfefficacy
of preschool teachers. The research was conducted in a quasi-experimental
design with a pre-test and post-test control group. A total of 38 pre-school teachers
participated in the study voluntarily, 20 of whom were in the experimental group and
18 in the control group. The research data were obtained using the “Personal
Information Form”, "Teacher Subjective Well-being Questionnaire", and the "Teachers’
Efficacy Beliefs System-Self Form". Within the scope of the research, pre-test data were
collected through relevant scales before the experimental intervention. A total of ten
hours of drama training was given to the teachers in the experimental group by the
researcher in three sessions. After the experimental intervention, the post-tests were readministered.
As a result of the research, it was determined that the drama education
provided increased the subjective well-being and self-efficacy scores of pre-school
teachers at a statistically significant level.
