With this study I investigated the relationships between self-efficacy (SE), self-directed learning (SDL), and classroom management anxiety (CMA) among pre-service teachers, with a particular focus on the mediating role of SDL in the link between SE and CMA. I employed a relational survey model, and data were analysed using structural equation modelling (SEM). A stratified sampling method was used to select 565 pre-service teachers from the Faculty of Education at the Harran University, and the pedagogical formation programme in Turkey. Data were collected through validated scales measuring SE, SDL, and CMA. The findings indicate that both SE and SDL were negatively and significantly associated with CMA. Moreover, SDL partially mediated the relationship between SE and CMA, suggesting that higher SE contributes to reduced CMA through the enhancement of SDL ability. These results emphasise the importance of strengthening both SE and SDL skills in teacher education programmes. Theoretically, the study contributes to understanding how personal resources and learning capacities interact to reduce anxiety in classroom management. Practically, the findings highlight the need for targeted strategies in teacher education that foster SE and SDL in order to mitigate CMA and better prepare pre-service teachers for professional practice.

https://doi.org/10.15700/saje.v45ns1a2677

ORCiD iD of author:
Ramazan Özkul - https://orcid.org/0000-0001-9757-6062