Developing a Classroom Management Skills Inventory for Preschool Teachers and the Correlation of Preschool Teachers’ Classroom Management Skills with Different Variables

Abstract

The purpose of this study is to develop a measurement tool for determining preschool teachers’ classroom management skills according to their own perceptions and to evaluate preschool teachers’ classroom management skills based on different variables. 520 teachers participated in the inventory development process and the data from 413 teachers was taken into consideration for the analysis. This study followed descriptive research design in that it compared teachers’ classroom management scores with different variables. According to the results, our inventory was found as a reliable and valid measurement tool for investigating preschool teachers’ classroom management skills. In addition, the results indicate that there is no significant difference in preschool teachers’ classroom management skills according to level of education, having assistant personnel in the classroom and working hours whereas there is a significant difference according to teachers’ age, type of educational institutions that teachers are graduated from, teaching experience, working status, class size and children’s age.