THE PREDICTIVE RELATIONSHIPS BETWEEN PRE-SCHOOL TEACHERS’ CLASSROOM MANAGEMENT SKILLS AND THEIR THINKING SUPPORTIVE BEHAVIOURS

Abstract

The current study, which aims to determine the extent to which preschool teachers' classroom management (CM) skills predict their thinking supportive behaviors, is a predictive study employing the relational survey model. In this study, data were collected from 234 preschool teachers with Pre-school Teachers’ Classroom Management Skills Scale (CMSS) and Thinking Supportive Teacher Behaviours Scale (TSTBS). In the analysis of the data, Pearson correlation analysis and multi-linear regression were used. In light of the strong predictive relationships obtained from the current study, it can be said that pre-school teachers should effectively manage their classrooms in order to display behaviours that support thinking in learning environments. The sub-dimension of Communication and Behavioural Regulations yielded the highest correlation with teacher behaviours that support thinking and was found to be a significant predictor. While there is no relationship between the Plan-Program Activities sub-dimension and the predicted variables, Time Management significantly predicted the clarity needed to support thinking, and Classroom Physical Arrangements significantly predicted reflection through documentation.