The Effect of Preschool Teachers' Emotion Regulation Skills and Levels of Cognitive Flexibility on Classroom Management

Abstract

The aim of this study is to examine the effects of emotion regulation skills and cognitive flexibility levels on preschool teachers' choice of classroom management strategies. 211 preschool teachers participate in the research, which uses the relational survey model, one of the quantitative research methods. Emotion Regulation Difficulty Scale, Cognitive Flexibility Inventory, Classroom Management Strategies Scale are used in the research. As a result of the research, it is determined that preschool teachers' emotion regulation and cognitive flexibility levels are high and that they can control their emotions better when their professional experience increases and that the cognitive flexibility of experienced ones who are new to the profession is better. In addition, it is seen that preventive and problem-oriented strategies are at a high level in classroom management and that their supportive strategies are at a moderate level. In addition, it is determined that awareness levels from emotion regulation difficulties and control levels from cognitive flexibility are effective on supportive and problem-oriented classroom management strategies, but not on preventive strategies.

Keywords

• Preschool
• classroom management
• cognitive flexibility
• emotion regulation

Okul Öncesi Öğretmenlerinin Duygu Düzenleme Becerileri İle Bilişsel Esneklik Düzeylerinin Sınıf Yönetimine Etkisi

Öz

Bu araştırmanın amacı, okul öncesi öğretmenlerinin sınıf yönetimi stratejileri tercihlerinde duygu düzenleme becerileri ile bilişsel esneklik düzeylerinin etkisini incelemektir. Nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılan araştırmaya 211 okul öncesi öğretmeni katılmıştır. Araştırmada Duygu Düzenleme Güçlüğü Ölçeği, Bilişsel Esneklik Envanteri ve Sınıf Yönetimi Stratejileri Ölçeği kullanılmıştır. Araştırma sonucunda, okul öncesi öğretmenlerinin duygu düzenleme ve bilişsel esneklik düzeylerinin yüksek olduğu, mesleki tecrübeleri arttıkça duygularını daha iyi kontrol edebildikleri, mesleğe yeni başlayanların ise bilişsel esnekliklerinin daha iyi olduğu belirlenmiştir. Ayrıca sınıf yönetiminde önleyici ve soruna yönelik stratejileri yüksek düzeyde, destekleyici stratejileri ise orta düzeyde kullandıkları ve duygu düzenleme güçlüklerinden farkındalık düzeyleri ile bilişsel esnekliklerinden kontrol düzeylerinin destekleyici ve soruna yönelik sınıf yönetimi stratejileri üzerinde etkili olduğu, ancak önleyici stratejiler üzerinde etkili olmadığı tespit edilmiştir.

Anahtar Kelimeler

• okul öncesi
• sınıf yönetimi
• bilişsel esneklik
• duygu düzenleme

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