The children in preschool period, the game has an effect in which every child participates willingly and savorily, and which activates the imaginary world and creativity of the child. The aim of this study is to determine the self-efficacy of preschool teachers who teaches in the inclusive classes regarding game teaching. In this study has been carried out using descriptive survey method and the data have been collected through "Personal Information Form" which has been prepared for the preschool teachers in the inclusive schools by the researchers and "Preschool Period Game Teaching Self-Efficacy Questionnaire" developed by Kadim (2012). The study in which the differences have been determined by using Chi-Square test and Mann Whitney U. It has been found out that having an inclusive student in the class or not does not constitute a statistically significant difference in the game planning, application, assessment and, professional self-efficacy sub-dimensions of the teachers, the type of the school constitutes a statistically significant difference in the planning and application self-efficacy sub-dimensions regarding game teaching of the teachers who do not have inclusive students in their classes. As a result, the game should be thought as an important part of the education in preschool education and should be included in in-class activities.
Self-efficacy, game teaching, preschool teacher