The teacher–child relationship affects children’s social, emotional, and academic skills and also shapes teachers’ expectations from and practices regarding children. It is significant to ensure responsive classroom management to support the teacher–child relationship in preschools. This study aimed to determine the readiness of preschool teachers for responsive classroom management and their needs regarding this management style based on their professional experience. The sample of the study consisted of 134 preschool teachers. The knowledge, expectations, experiences, and needs of teachers regarding responsive classroom management were investigated. A questionnaire prepared by the researchers was used to collect data. The data obtained from this survey study were subjected to descriptive and content analysis. The results revealed that preschool teachers’ knowledge, expectations, experiences, and needs regarding responsive classroom management differ based on their level of professional experience. In addition, it has been found that teachers do not consider themselves sufficient in responsive classroom management, need support to adopt this management style, and want this support to be provided through mentoring or workshops.
Cite this article as: Battal, Ş., & Akman, B. (2023). Responsive classroom management in teacher–child relationship: readiness and needs of preschool teachers in the context of professional experiences. HAYEF: Journal of Education, 20(1), 2-10.