Preschool Teachers’ Competencies for Organizing Out-of-School Learning: A Multivariate Analysis

OpenAlex · İngilizce

Purpose: The effective implementation of out-of-school learning (OOSL) activities requires that teachers possess the necessary competencies to plan, implement, and assess learning in such environments. The present study aims to examine preschool teachers’ competency levels in organizing out-of-school learning and to investigate whether these competencies differ according to gender, professional seniority, and educational background. Method: The research was carried out in the spring term of the 2023–2024 academic year and involved 147 preschool teachers employed in a provincial city situated in Türkiye's Central Anatolia Region. Data collection tools included a demographic information form and the Organizing OOSL Scale. Alongside descriptive statistics, the dataset was analyzed through MANOVA and multiple regression techniques. Findings: Findings indicated that teachers generally demonstrated high competency levels in organizing OOSL activities. However, when examined across sub-dimensions, the lowest mean scores were observed in the “knowledge” dimension, especially in areas related to legal regulations and safety procedures. Additionally, the sub-dimensions of OOSL competencies were significantly influenced by the variables of gender and years of professional experience. The results of the regression analysis also revealed that gender and seniority were significant predictors of teachers’ overall competency levels. Conclusion: In this regard, it is advised to broaden professional development programs aimed at strengthening teachers’ understanding of legal frameworks concerning the organization of OOSL activities. Furthermore, implementing mentorship structures to assist novice teachers and incorporating practice-based undergraduate courses on OOSL into teacher training curricula are also recommended.