Graduate Theses and Dissertations (2019 - present)

Date of Award

8-2025

Document Type

Thesis

Degree Name

M.S.

Department

Psychology

Committee Chair

Laura A. Powell

Abstract

This study was designed to explore the relationships between teacher self-efficacy, student-teacher relationships, and use of behavior management strategies in early childhood education. Previous research suggests that effective early childhood education improves a child’s academic and social outcomes. This study sought to explore factors contributing to teacher effectiveness in preschool teachers. The hypotheses were that (1) teacher self-efficacy will directly affect student teacher relationships, (2) that studentteacher relationships will directly affect teacher’s frequency, confidence, and success of their behavior management strategies, and (3) that student-teacher relationships will act as a mediating variable between teacher self-efficacy and the frequency, confidence, and success of teacher’s behavior management strategies. Data were collected from 52 preschool teachers in Mobile and Baldwin County through a survey using multiple adapted scales. An exploratory factor analysis was conducted due to wording changes in the scales and led to the exclusion of certain items. Then, a confirmatory factor analysis was conducted and determined that all the models ranged from good to excellent fit. Structural equation modeling was then used to test the models of the hypotheses. All hypotheses were found to be insignificant. These findings suggest that more research needs to be conducted to determine the complex relationship structure between teacher self-efficacy, student-teacher relationships, and behavior management strategies.

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