نمط إدارة الصف كمنبئ بقلق التدريس و كفاءة الذات التدريسية لدى معلمات الطفولة المبكرة

Abstract EN

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.