Research Information System
JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION, 2025 (ESCI)
Research in classroom management (CM) has introduced the concept of evidence-based practices (EBP), including preventive methods and strategies that have been shown to be effective for children's academic achievements and challenging behaviors. However, in many countries, pre-service and in-service programs generally do not adequately cover evidence-based CM strategies. As a result, many teachers may fail to implement proactive strategies to effectively support children, which can hinder their ability to manage classrooms and create difficulties in addressing challenging behaviors. Especially in preschool settings, teachers may feel ill-equipped to meet children's social and emotional needs. This qualitative study contributes to the existing literature by exploring the views and current practices of preschool teachers regarding CM, with a specific focus on evidence-based classroom management (EBCM) strategies. Data were collected through individual semi-structured interviews with 11 early childhood teachers working in public preschools in Turkey, and inductive content analysis was performed using MAXQDA 2020 software. The findings highlighted five themes a) teachers' views on CM, (b) factors influencing the CM, c) the EBCM strategies used in the classrooms, c) challenges with CM, and finally, d) the support they need and suggestions for effective CM. Regarding EBCM, the discussion covered classroom rules, student engagement, and strategies for managing challenging behaviors and reinforcing appropriate behaviors. The study concludes that the participants have limited knowledge EBCM practices and the potential impact of proactive approaches on the learning and behavior of children.