Investigation of the Relationship between Preschool Teachers' Gender Perception and Classroom Management Skills and Understanding of Learning

In this study, it is aimed to examine the relationship between preschool teachers' gender perceptions and their classroom management and learning conceptions. For this purpose, relational survey model was used as the method in the study. The population of the study consisted of 247 preschool teachers. As a result of the study, significant differences were found in favor of teachers with low seniority in some sub-dimensions of the scale of teachers' understanding of gender in the classroom according to their professional seniority. Similarly, significant differences were found in favor of teachers with low seniority in the general and one sub-dimension of the classroom management skills scale. Another result of the study is that according to the professional seniority of the teachers, the traditional learning-teaching conceptions of the teachers created a significant difference in favor of the teachers with high seniority. A negative relationship was found between teachers' classroom gender perceptions (GPC) and classroom management skills and a positive relationship was found between traditional learning-teaching conceptions. In addition, a negative relationship was found between the GGD sub-dimension of the GPC scale and constructivist learning-teaching approach. The last finding of the study is that there is a positive relationship between teachers' constructivist teaching-learning conception and classroom management skills scale general scores and professional skills sub-dimension scores.