Analysis of the Relationship between Teachers' Self-Efficacy Perception, Classroom Management Concern and Pupil Control Ideologies

The aim of this study is to examine the relationships between teachers' self-efficacy perception, classroom management concern, and pupil control ideologies. The population of the study consists of 8957 teachers working in schools affiliated to the Ministry of National Education in Malatya province Battalgazi and Yesilyurt districts in the 2019-2020 academic year. The sample of the study consists of 599 teachers determined from the schools in the population using stratified random sampling method. The study is a quantitative study and it was designed with a relational model. In the study, a model was proposed considering teachers' self-efficacy perception, classroom management concern (time management concern, motivational concern, and communication concern) and pupil control ideologies, and a path analysis was conducted within the framework of structural equation model (SEM). The prominent results of the research are that teachers' self -efficacy perceptions are low, time management, motivation and communication concern, which are the sub -dimensions of classroom management concern, are high, and pupil control ideologies are moderate. In addition, it is seen that teacher self-efficacy perception negatively affects time management concern, motivation concern, communication concern and pupil control ideologies, and time management concern, motivation concern and communication concern affect pupil control ideologies (custodial control ideology) positively. According to these results, in order to increase the perception of teachers' self-efficacy and decrease their anxiety levels, the authorities brought together exemplary good practices and right role models with teachers; Suggestions have been developed to establish a continuous performance evaluation system for teachers.