Examining the relationships between preschool teachers' critical thinking and their understanding of classroom management

In the study, was aimed to examine the relationship between preschool teachers' critical thinking skills and classroom management approaches. Relational survey model, one of the quantitative methods, was used in the study. It was aimed to reach the entire universe of three, four and five year old teachers in Uşak city center in 2023-2024. The sample of the study consisted of 187 participating teachers. The data were collected through Personal Information Form, Critical Thinking Disposition Scale developed by Semerci (2016) and Classroom Management Teacher Questionnaire developed by Yüksel (2012). SPSS 27.0 program was used to evaluate the data. According to the results, there was a statistically significant and positive relationship between classroom management conceptions and critical thinking tendencies. A significant difference was found in communication and motivation sub-dimensions of classroom management conceptions according to professional seniority variable. It was found that time management, communication, behavior management and motivation had a moderate effect on classroom management conceptions in terms of professional seniority.