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Exploring links between early childhood educators' psychological characteristics and classroom management self-efficacy beliefs

This study explored the predictive relations among early childhood educators' years of teaching experience, personality traits, and classroom management self-efficacy belief. Participants were n = 395 early childhood educators (ECEs) from preschools and childcare centres located primarily in Ontario, Canada. Results showed positive relations between years of teaching experience and classroom management self-efficacy. As well, ECEs' personality predicted their classroom management self-efficacy above and beyond years of teaching experience. Higher levels of extraversion and openness to experience were found to uniquely predict greater classroom management self-efficacy. Results are discussed in terms of the implications for improving ECEs' classroom management self-efficacy. (author abstract)
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Reports & Papers

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