The effects of pre - school teachers' self - efficacy beliefs and classroom management strategies on child - teacher realtionshipsOkulöncesi öğretmenlerinin öz - yeterlik algılarının ve sınıf yönetimi stratejilerinin çocuk – öğretmen ilişkileri üzerindeki etkileri

This study aims to inversitage the pre-school teachers' self-efficacy beliefs and classroom management strategies effects on child-teacher realtionships. A total of 98 teacher; 70 of them from İzmir, 28 of them from Çanakkale have participated in the study. "Student-Teacher Relationship Scale" was used to examine the teachers' perception of relationship with their chidren. "Teachers' Sense of Efficacy Scale" was used in order to evaluate the teachers' self-efficacy beliefs. "Teacher Strategies Questionnaire" was used to evaluate teachers' classroom management strategies. According to findings, preschool teachers' self efficacy beliefs and classroom management strategies are related with the form of teachers' perception of the relationship established with children in diffrent subscales and levels. Moreover, it is seen that gender is significantly affect the teachers' perception of the relationship established with children. However, teachers' professional experience and number of child in classroom are not significantly affect the teachers' perception of the relationship established with children. There is a significant relationship between teachers' self efficacy beliefs and classroom management strategies. At the end of the study, it has been found that teachers' self efficacy beliefs and the classroom management strategies coping with the unwanted behavior affect their perception of the relationship established with children. Therefore, improving the relationship between teacher and child-development is of great importance.