Classroom management style as a predictor of teaching anxiety and teaching self-efficacy among early childhood teachers.

Document Type : Original Article

Authors

1 Professor of educational psychology Faculty of Education for Boys in Assiut Al Azhar university

2 Professor of child mental health College of Early Childhood Education Cairo University

Abstract

The study aimed to identify the differences between the styles of classroom management: democratic, authoritarian and anarchic in the level of teaching anxiety and teaching self-efficacy of preschool teachers, and to verify the predictability of teaching anxiety and teaching self-efficacy through the degree of each of the patterns in the scale of classroom management styles the sample consisted of (129) pre-school teachers from private and governmental kindergartens in Cairo Governorate. The researchers prepared Scales of classroom management patterns, teaching anxiety, and teaching self-efficacy, results showed that the democratic pattern is characterized by a low level of teaching anxiety and a high level of teaching self-efficacy when compared to the authoritarian and anarchic patterns, and that teaching anxiety and teaching self-efficacy can be predicted by the teacher's degree in each of the classroom management styles. The research was concluded with recommendations and suggested future research.

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المجلة التربوية لکلية التربية بسوهاج
Volume 87, Issue 87 - Serial Number 87
مناهج وطرق التدریس ( اللغة العربیة- الإنجلیزیة – الفرنسیة – الریاضیات – العلوم- الفنون- الاقتصاد المنزلی- التجاری ... )
July 2021
Pages 1-55

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History

  • Receive Date: 01 March 2021
  • Revise Date: 05 March 2021
  • Accept Date: 10 March 2021

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