Mediating Effect of Teaching Skills on the Relationship between Teacher Preparedness and Classroom Management among Early Childhood Education

Abstract

Classroom management remains a significant global challenge for teachers, particularly in Early Childhood Education (ECE), where maintaining a positive and productive learning environment is essential for children’s development. This study examined the mediating effect of teaching skills on the relationship between teacher preparedness and classroom management among ECE teachers. Specifically, it aimed to determine whether teaching skills serve as an intermediary factor that explains the relationship between teacher preparedness and classroom management. The study employed a correlational/explanatory mediation research design to examine relationships among variables and test indirect effects using statistical analysis. Data were gathered from 250 respondents through total enumeration, ensuring that all qualified participants within the target population were included. The findings revealed that teacher preparedness does not significantly influence classroom management. Likewise, teaching skills do not significantly mediate the relationship between teacher preparedness and classroom management, indicating that the indirect effect is not supported in the model. This result contradicts the assumptions of Social Cognitive Theory, which emphasizes that skills and competencies shape behavioral outcomes and performance. The findings suggest that teacher preparedness alone is not sufficient to explain classroom management outcomes within this model, and that other factors may better account for variations in classroom management practices among ECE teachers. Based on these results, future studies are encouraged to explore other potential mediating variables. Educational leaders and policymakers may also consider strengthening professional development programs that directly enhance classroom management competencies among ECE teachers.