Croatian Preschool Teachers’ Self-Perceived Competence in Managing the Challenging Behaviour of Children

Oct 15, 2026

Study examines Croatian preschool teachers’ perceptions of their competence for managing challenging behaviour in young children and the factors that shape these beliefs. A sample of 204 preschool teachers from Kindergarten Rijeka completed an exploratory survey on self-perceived competence. Factor analysis indicated a one-factor structure with good psychometric properties. Teachers’ ratings were explained by professional support received and prior coursework in classroom management, suggesting targeted training and expanded access to support personnel.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Study design and participants

Survey on self-perceived competence

Factor analysis and psychometric properties

Predictors: professional support and coursework

Implications for training and professional support

doi: 10.26529/cepsj.547 Croatian Preschool Teachers’ Self-Perceived Competence in Managing the Challenging Behaviour of Children Kathleen Beaudoin1, Sanja Skočić Mihić*2 and Darko Lončarić3 • Managing behaviour is a complex component of the teaching process and one that teachers consistently identify as an area of great concern. This study aimed to examine teachers’ perceptions regarding their competence for managing the challenging behaviour of young children and to identify the factors that affect these beliefs. A total of 204 preschool teachers working in Kindergarten Rijeka, Croatia participated. Teachers completed an exploratory survey of self-perceptions of competence in managing the challenging behaviours encountered in their classrooms. Factor analysis revealed a one-factor structure for self-perceived competence, and all scales showed good psychometric properties. Preschool teachers’ assessment of their own competence in managing challenging behaviour was explained by the level of support they received from other professionals when faced with children’s challenging behaviour and prior coursework in classroom management. Participants with higher levels of professional support and more coursework in classroom management estimated themselves to be more competent in managing challenging behaviour. The results suggest that Croatian preschool teachers need training in classroom management and greater access to professional support personnel when working with students with challenging behaviours. Keywords: classroom management, preschool teachers, self-perceived competence, behaviour management 1 University of Washington Tacoma, USA. 2 *Corresponding Author. University of Rijeka, Faculty of Teacher Education, Croatia; [sskocicmihic@gmail.com](sskocicmihic@gmail.com). 3 University of Rijeka, Faculty of Teacher Education, Croatia. 124 croatian preschool teachers’ self-perceived competence in managing the ... Samoocena kompetentnosti hrvaških vzgojiteljev zaspoprijem z neželenim vedenjem otrok Kathleen Beaudoin, Sanja Skočić Mihić in Darko Lončarić • Obvladovanje vedenja je kompleksna komponenta procesa poučevanjain eno izmed področij, ki ga vzgojitelji označujejo kot enega izmed področij skrbi. Namen raziskave je bil ugotoviti, kako vzgojitelji samoocenjujejo svoje kompetence pri obvladovanju neželenega vedenjapredšolskih otrok, in ugotoviti dejavnike, ki vplivajo na ta prepričanja. V okviru raziskave so sodelovali 204 vzgojitelji iz Vrtca Reka, Hrvaška. Vzgojitelji so izpolnili vprašalnik o samooceni njihovih kompetenc pri obvladovanju neželenega vedenja, ki so ga zaznali v svoji vrtčevski skupini. Faktorska analiza je pokazala enofaktorsko strukturo za samooceno kompetenc, pri čemer so lestvice pokazale dobre psihometričneznačilnosti. Ocena vzgojiteljev glede lastnih kompetenc pri obvladovanju neželenega vedenja otrok je pojasnjena z ravnjo podpore, ki jo dobijo od drugih strokovnjakov, ko so soočeni z neželenim vedenjem, ins predhodnim delom pri vodenju skupine. Udeleženci z višjo ravnjostrokovne podpore in več predhodnega dela pri vodenju skupine so se samoocenili kot kompetentnejši pri obvladovanju neželenega vedenja otrok. Rezultati kažejo, da hrvaški vzgojitelji potrebujejo usposabljanja za vodenje razreda/skupine in večji dostop do strokovnega podpornegaosebja, ko delajo z učenci z neželenimi vedenji. Ključne besede: vodenje razreda, vzgojitelji, samoocena kompetenc, obvladovanje vedenja Introduction A critical feature in the effective functioning of a classroom is the ability of the teacher to efficiently manage student behaviour. This management includes the efforts that teachers take to prevent the occurrence of problem behaviour as well as how they respond to and intervene once problem behaviour has occurred. As such, classroom management makes for a complex component of the teaching process. It is little wonder that teachers new to the profession consistently identify classroom manageme

FAQs

What was the aim of the study?

To examine preschool teachers’ perceptions of their competence for managing challenging behaviour in young children and to identify factors affecting those beliefs.

How many preschool teachers participated, and where were they from?

A total of 204 preschool teachers participated from Kindergarten Rijeka, Croatia.

What explains teachers’ self-assessed competence in managing challenging behaviour?

The level of professional support received from other professionals when facing challenging behaviour and prior coursework in classroom management.

Oct 15, 2026

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