Abstract This study aims to examine the relationship between pre-service teachers’ social-emotional competence levels and their culturally responsive classroom management self-efficacy. Conducted in the context of the Northern Cyprus an environment characterized by high cultural diversity the research involved 203 pre-service teachers enrolled in various teacher education programs. Utilizing a quantitative research design, the study employed reliable measurement tools to assess social-emotional competencies and culturally responsive classroom management self-efficacy. The collected data were analyzed using various statistical methods. The findings revealed a significant and positive relationship between pre-service teachers’ social-emotional competence and their classroom management skills. In particular, sub-dimensions such as interpersonal relationships and social awareness were found to have a strong influence on classroom management self-efficacy. These results highlight that teachers’ abilities to communicate effectively, demonstrate empathy, and create positive learning environments are closely tied to their social-emotional development. While no significant differences were found based on gender, social-emotional competencies differed significantly by department of study. This suggests that pedagogical needs specific to each discipline may influence the development of social-emotional skills. The universal relevance of this study lies in its demonstration that teacher competencies go beyond academic knowledge and must include emotional, social, and cultural dimensions. In an era where educational environments are increasingly multicultural and dynamic, the findings offer valuable insights for both national and international teacher education policies. The study suggests that interventions aimed at enhancing pre-service teachers’ social-emotional competencies may also strengthen their classroom management abilities. In this context, the research presents a holistic perspective aligned with the foundations of contemporary teaching practices.
Palavan et al. (Mon,) studied this question.