Abstract
Introduction and purpose:The purpose of this study was to investigate the relationship between teacher self-efficacy in classroom management and the professional qualifications of primary school teachers.
method:The statistical population under study included elementary school teachers of Ardal city, from among them, 100 people were selected by available sampling method.
Findings:Standard questionnaires of teacher self-efficacy in classroom management and teachers' professional qualifications were used to collect data. The collected data were analyzed using Pearson's correlation coefficient.
These findings show that teacher self-efficacy in classroom management is an important and determining factor for teachers' professional qualifications. Based on this, investing in improving teachers' self-efficacy in classroom management can be an effective strategy to improve their professional qualifications and, as a result, the quality and effectiveness of the education system.
Discussion and conclusion:The results showed that there is a strong positive and significant correlation between teacher self-efficacy in classroom management and teachers' professional qualifications, including cognitive skills, attitudinal and behavioral competence, managerial competence and overall professional competence. Also, teacher self-efficacy in classroom management could significantly predict teachers' professional qualifications.
Keywords: teacher self-efficacy, classroom management, professional qualifications, primary school teachers