The current study aims to investigate preschool teachers’ self-efficacy beliefs on supporting children’s executive function skills. It was carried subsisted of 600 teachers working in preschool education schools in Ankara. Findings related to the scale’s construct (concept) validity were determined by principal component analysis (PCA) and confirmatory factor analysis (CFA). Reliability findings were determined by using Cronbach Alpha reliability analysis. In addition, independent samples t-test and ANOVA were carried out for the discrimination test. As a result, the “Self-Efficacy Beliefs Scale on Supporting Preschool Children’s Executive Function Skills – Teacher Form” is a valid and reliable scale consisting of twenty-five 4-point Likert-type items that can be used in measurement studies to be carried out in this context. It was concluded that teachers' self-efficacy levels were at a moderate level. In addition, teachers' self-efficacy levels differ significantly in terms of gender, age, professional experience, and the number of in-service trainings. As a result of the research, it was revealed that preschool teachers' self-efficacy beliefs on supporting children’s executive function skills should be developed. However, in the light of the results on the factors affecting teachers' self-efficacy beliefs, suggestions for future research are presented.

Keywords: Early childhood education, Preschool teacher, Self-efficacy belief, Executive function skills, Supporting executive function skills