Classroom Management Skills among Kindergarten Teachers as related to Emotional Intelligence and Self-Efficacy

Abstract

The purpose of the current study was to examine emotional intelligence and selfefficacy as predictors of classroom management skills among Arab kindergarten teachers in Israel. The study was conducted using quantitative methods. The data was collected from 337 kindergarten teachers (of students aged 3-6) who were selected using a convenience sample. Three questionnaires were used with the teachers. The findings indicated positive correlations between emotional intelligence and self-efficacy with classroom management skills (r=.65,p