The relationship between classroom management skills emotion regulation skills of preschool teachers

In this study, relational screening model has been used to analyze the relationship between classroom management skills and emotion regulation skills of preschool teachers. "Personal information form" prepared by the researcher, "Classroom management skills scale for preschool teachers" developed by Dinçer and Akgün (2015), "Emotion Regulation scale" developed by Gross and John and translated into Turkish by Eldeklioğlu and Eroğlu (2015) have been used. 281 preschool teachers who worked in private and state schools on the Anatolian side of Istanbul in 2021-2022 academic year took part in this study. It has been studied if meaningful difference in the sub-dimensions of the scales according to the variables; gender, marital status, age, education status, major, job experience, number of students in class, type of institution they are employed by, exists or not. In the study, it was observed that there was a positive relationship between classroom management skills and emotion regulation skills, professional skills and cognitive reassessment whereas there was a negative relationship with these and the magnitude of oppression. It was found out that the magnitude of the student- teacher interaction has a weak positive relationship with the magnitude of cognitive reassessment but a weak negative relationship with oppression sub-dimension. It was discovered that while classroom management skills have a positive moderate relationship between cognitive reassessment magnitude, they have a weak negative relationship with the magnitude of oppression. Moreover, it has been discovered that there is no interdimensional difference in the classroom management skills of preschool teachers in terms of age and, experience and that they have similar viewpoints. It was observed that emotion regulation skill does not differ in terms of gender, marital status, age, educational and professional background and experience, number of students and teachers in class but it was seen that emotion regulation skill in terms of oppression magnitude is higher in teachers who work in private institutions It was recommended that additional work should be done in order to improve teachers professional and general classroom management skills to a higher level.