Investigation of the Relationship Between Self-Efficacy Belief and Classroom Management Skills of Preschool Teachers with Other Variables

Abstract

This study aims to determine preschool teachers' self-efficacy beliefs and their classroom management skills and to reveal the relationship between self-efficacy belief and classroom management skills. The research, which was has been designed according to correlational survey model, was conducted with 274 pre-school teachers working in the central districts of Eskisehir, in the 2018-2019 academic year. Descriptive statistics, difference statistics and correlation statistics were used to analyze the data collected via “Self-Efficacy Belief Scale of Pre-Service Teachers” and “Classroom Management Skills Scale for Pre-Service Teachers”. The evaluation of the results of pre-school teachers’ classroom management skills and self-efficacy beliefs, which is the first sub-goal of the study, revealed that teachers' self-efficacy beliefs and classroom management skills were high. As a result of the study, it was found that there were positive, medium and high level relationships between pre-school teachers' self-efficacy and professional skills and classroom management skills. It was seen that pre-school teachers' self-efficacy beliefs and classroom management skills were affected by teachers' age, seniority, type of the school they work and number of children in the class, and these variables played a role in teachers' beliefs and skills. The moderate positive relationship between teachers' self-efficacy beliefs and classroom management skills showed that the qualities achieved in these two areas have an effect on each other.