The effects of pedagogical documentation on preschool teachers’ classroom management skills

Abstract

This study examined the effects of pedagogical documentation (PD) on the classroom management skills of preschool teachers. A mixed methods intervention design was used to investigate the skills of teachers using different classroom management strategies. A multiple case study was conducted in the qualitative phase, while a pre-test-post-test quasi-experimental research design was used for the quantitative phase. Pre-interviews and post-interviews, pre-test and post-test applications, and semi-structured in-class observations were carried out with four teachers working in public schools. The results showed that PD contributed positively to the teachers’ planning and programming, behaviour management, in-class relations, and time management implementations at various levels.