The aim of this study is to contribute to the literature by adapting Working with Families Self-Efficacy Scale to Turkish pre-service early childhood education teachers, which was developed to measure teachers’ self-efficacy in working with families. Method: 270 sophomore and senior preschool teacher candidates from 7 universities joined the study. Confirmatory Factor Analysis (DFA) and Exploratory Factor Analyses were conducted to examine the appropriateness of the scale to the Turkish population. Results: According to the CFA outcome, the scale fits well (Chi-Square/df= 2,96, , p<.01, RMSEA = .77, NFI = .96, CFI= .97). The GFI and AGFI values were .82 and .78, respectively, indicating poor fit. However, these values were ignored because they were overly sensitive to sample size. Explanatory Factor Analysis was conducted to examine how many dimensions the scale has and it was found there are 4 factors. To look at the internal consistency of the scale, the Cronbach Alpha coefficient and Split-Half coefficient were tested. The Cronbach Alpha coefficient was found .95 for the total score of the scale. Split-Half test reliability was high (Spearman-Brown r = .923, p <.000). Conclusion: It has been understood that the Turkish version of the Work Self-Efficacy Scale can be used in future studies.
Keywords: Self-Efficacy, Working With Families, Scale Adaptation, Teacher Candidates