{'fraction_non_alphanumeric': 0.01853035143769968, 'fraction_numerical': 0.017252396166134186, 'mean_word_length': 5.418032786885246, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Analysis of Research Trends Related to Teacher Efficacy of Early Childhood Teachers: From 1998 to 2021

Objectives The purposes of this study is to provide basic data for the systematic development of the field of teacher efficacy in the future by examining domestic research trends related to teacher efficacy in early childhood teachers. 
Methods For this purpose, 274 papers related to teaching efficacy of early childhood teachers published in the registered journals from 1998 to 2021 were selected for analysis, and research on teaching efficacy of early childhood teachers was selected by research period, research type, teaching efficacy type, and measurement tool., trends were analyzed by research topic. 
Results By study period, the trend has continued to increase since 2005. By research type, quantitative studies were the most common, followed by mixed studies, qualitative studies, and literature studies. By type of teacher efficacy, overall teacher efficacy was higher than specific teaching efficacy study. By measurement tool, foreign scale adaptations and reconstructions were more numerous than those developed by domestic researchers, and Riggs and Enochs (1990)'s science teaching efficacy scale was used the most. By research topic, the largest number of studies on variables related to teacher efficacy were found. 
Conclusions Based on these results, implications for the development of research in the field of teacher efficacy for early childhood teachers and improvement of teacher efficacy for early childhood teachers were presented.