Subjective beliefs of pre-service preschool teachers regarding classroom management: a Q-methodology-based investigation

Classroom management is a multidimensional construct shaped by pedagogical values, rather than mere behavioral control. This study employed Q methodology to investigate the subjective beliefs of thirty senior pre-service preschool teachers at a university in Türkiye. Using a 30-statement Q-set and KADE software for factor analysis, three distinct perspectives were identified: (1) a relationship-oriented approach focusing on emotional security and trust; (2) an adult-centered approach emphasizing leadership and structured routines; and (3) a child-centered approach prioritizing autonomy and self-regulation. The findings revealed that pre-service teachers held heterogeneous mental models regarding authority and power distribution. These results suggest that teacher education should transcend the technical transmission of strategies and foster reflective processes that allow students to critically examine their own belief systems. By making these subjective perspectives visible, this study contributes to the theoretical and practical evolution of early childhood classroom management.