The relationship between preschool teachers classroom management skills and self efficacy

The aim of this study is to examine the relationship between classroom management skills and self-efficacy of pre-school teachers and whether there is a variety in terms of certain variables or not. In the study, quantitative research methods and relational screening model were used. In total 329 pre-school teachers from Afyonkarahisar and its districts participated in the study. Two measurement instruments and Personal Information Form were used to collect data. These measurement tools are; Preschool Teachers' Classroom Management Skill Levels and Teacher Self-Efficacy Scale. According to the results of the analysis, there is a significant negative correlation between classroom management skills and self-efficacy of pre-school teachers. In the study, the relationship between certain variables and the classroom management skills, self-efficacy of pre-school teachers were also examined. In this study, it was determined that the variables of age, gender, seniority, education level, and class size did not significantly affect teachers' classroom management skills and self-efficacy. It was found that there was a significant relationship between the status of in-service training and the type of school worked. While the professional seniority as a variable has no effect on the teachers' classroom management skills, it is found that there is a significant relationship between their self-efficacy and classroom management skills.