Effect of Classroom Management Skills on Teaching Confidence of Prospective Teachers

Abstract

Classroom management is a central component of effective teaching because it shapes the organization of learning activities, student behaviour, classroom climate, instructional flow, and teacher-student interaction. For prospective teachers, classroom management skills are especially important because they influence how prepared and confident they feel before entering real teaching contexts. This literature-based research draft examines the effect of classroom management skills on teaching confidence among prospective teachers using 35 verified academic sources published during 2015–2025. The retrieved evidence was filtered for relevance to classroom management, teaching confidence, teacher self-efficacy, teaching competence, preparedness, and teacher education. The findings suggest that classroom management skills are closely connected with prospective teachers’ confidence because they support lesson organization, behaviour guidance, instructional control, communication, and professional readiness. Metadata-based results show that the evidence base includes studies on classroom management skills, teaching confidence, self-efficacy, teaching competence, simulation-based learning, reflective practice, and teacher education. The paper concludes that classroom management should be treated as a core part of teacher preparation programmes because it helps prospective teachers transform theoretical pedagogical knowledge into confident classroom practice. The manuscript is an AI-assisted literature-based academic draft and should be reviewed by a human education specialist before formal submission.