THE PREDICTIVE RELATIONSHIPS BETWEEN PRE-SCHOOL TEACHERS’ CLASSROOM MANAGEMENT SKILLS AND THEIR THINKING SUPPORTIVE BEHAVIOURS

The current study, which aims to determine the extent preschool teachers' classroom management (CM) skills predict their thinking supportive behaviors, is a predictive study employing relational survey model. In this data were collected from 234 teachers with Pre-school Teachers’ Classroom Management Skills Scale (CMSS) and Thinking Supportive Teacher Behaviours (TSTBS). analysis of data, Pearson correlation multi-linear regression used. light strong relationships obtained it can be said that pre-school should effectively manage classrooms in order display behaviours support learning environments. sub-dimension Communication Behavioural Regulations yielded highest teacher was found significant predictor. While there no relationship between Plan-Program Activities predicted variables, Time significantly clarity needed thinking, Physical Arrangements reflection through documentation.