Examining the relationship between pre-school teachers' professional selfefficacy perceptions and classroom management skills

The aim of this study is to examine the relationship between preschool teachers' perceptions of professional self-efficacy and their classroom management skills. The research was conducted with a sample group of teachers working in independent kindergartens and preschool classes affiliated with the Ministry of National Education in the provinces of Aksaray, Şanlıurfa, Kahramanmaraş, and Istanbul during the 2024–2025 academic year. A relational survey model, one of the quantitative research methods, was used in the study. As data collection tools, the "Preschool Teacher Professional Self-Efficacy Scale" developed by Toran, Mart, and Özden (2024) and the "Classroom Management Skills Scale for Preschool Teachers" developed by Dinçer and Akgün (2015) were employed. In the research, preschool teachers' professional self-efficacy perceptions and classroom management skills were analyzed according to demographic variables, and the relationship between teachers' self-efficacy perceptions and classroom management skills was statistically examined. The findings revealed that variables such as age, gender, participation in courses, projects or in-service training, and working hours significantly affect teachers' professional self-efficacy and classroom management skills. Additionally, it was found that preschool teachers' levels of professional self-efficacy are significantly related to their classroom management skills. In particular, the perception of professional self-efficacy was found to be a determining factor in the development of classroom management skills, suggesting that supporting this area may contribute indirectly to the teaching process. Accordingly, it is recommended that teacher training programs and in-service training processes prioritize practices aimed at enhancing teachers' self-efficacy.