Abstract:

In this study, it was aimed to reveal the relationship between teachers' emotion regulation skills and classroom management competencies. Relational survey model, one of the quantitative research approaches, was used. 347 teachers working in the central districts of Isparta province in the 2021-2022 academic year and selected by convenience sampling method participated in the research. Data were collected online using the "Emotion Regulation Skills Assessment Scale" and the "Classroom Management Competence Scale". As a result of the research, it was determined that male teachers had a relatively similar level of skill deficiency compared to their female colleagues and there was no significant difference. In addition, it was concluded that the variables of seniority, age, professional field and school type did not make a significant difference on teachers' emotion regulation skills. As a result of the simple regression analysis, it was seen that teachers' emotion regulation skills predicted their classroom management competencies positively and significantly.

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