Pedagogical Formation Education Certificate Program students classroom management competencies and academic procrastination tendencies

The purpose of this research is to determine the relationship between classroom management competencies and academic procrastination tendencies of pedagogical formation training certificate program students. The study population of the research consisted of 419 students who received formation training at Bolu Abant İzzet Baysal University Faculty of Education in the 2022-2023 calendar year. 377 students from the determined population participated in the research. Relational scanning model was used in the research. In data collection; personal information form, Classroom Management Competencies and Academic Procrastination Tendency Scales were used. In data analysis, arithmetic mean and standard deviation were used in descriptive statistics, Kolmogorov – Smirnov test, t, ANOVA, Mann Whitney U and Kruskal Wallis H were used in personal variables, and Spearman Rho correlation analysis was used in relationship analysis. According to the research results; Students' classroom management competencies are at the level of "I am sufficient" and their academic procrastination tendencies are at the level of "mostly wrong". The behavior management sub-dimension of classroom management competencies differed from the total scale and other sub-dimensions with a "medium level". While the classroom management competencies of the students did not differ according to gender in total, they differed in the behavior management sub-dimension. While they did not differ according to age, they differed according to the field. It differs in the total scale and behavior management sub-dimension depending on the high school graduated from. While academic procrastination varies according to gender, age and field, it does not differ according to the high school graduated. It was determined that there was a "negative, moderately significant" relationship between academic procrastination and the total scores of the classroom management competency scale and its sub-dimensions: physical order management, instructional management, time management and relationship management. It was determined that there was a "low level" positive relationship between the academic procrastination scale total score and the behavior management sub-dimension, one of the sub-dimensions of the classroom management competency scale. KEYWORDS: Classroom Management Competencies, Academic Procrastination Tendency, Formation Student