The Mediating Role of Teachers' Self-Efficacy Beliefs in the Relationship Between Their Emotional Intelligence and Classroom Management Skills

This study examines the relationships between emotional intelligence and classroom management skills of preschool and primary school teachers and the mediating role of self-efficacy in this relationship. The relational screening model was used in the study, which was designed in quantitative research design. The study group of the research consists of 376 pre, primary, and secondary school teachers. 68% of the participants with an average age of 37 (SD = 8,7) are women, and 32% are men. As a data collection tool, personal information form, Classroom Management Skills Scale, Emotional Intelligence Scale, and Teacher Self-Efficacy Scale were used. Data were analyzed using the SPSS-21 package program. In the study, Pearson Moment Correlation Coefficients were calculated to determine the relationships between variables, and multiple regression analysis was performed to examine the prediction situation. In the study, the mediating effect was analyzed using the PROCESS macro for SPSS. When the research findings were evaluated, moderate, positive, and significant relationships were found between variables. It was also seen that emotional intelligence and self-efficacy beliefs explained 48% of teachers' classroom management skills. The contribution of both independent variables to the model, and the mediating effect of self-efficacy were significant.