The Relationship Between Teacher Efficacy and Perceptions of Challenging Behavior in Preschool Students

Preschool expulsion and suspension policies continue to be a critical issue in early childhood education, with inconsistencies in discipline practices often tied to teacher decision-making. This qualitative study explores how preschool teachers perceive and respond to challenging student behaviors, with a particular focus on the role of teacher self-efficacy in shaping disciplinary strategies. Grounded in interpretive phenomenology and informed by Social Cognitive Theory (Bandura, 1997) and Ecological Systems Theory (Bronfenbrenner, 1979), the study examines how varying levels of self-efficacy influence teachers' confidence, behavioral management approaches and reliance on available institutional supports. Findings reveal that teachers with high self-efficacy implement proactive, student-centered strategies and feel more equipped to manage challenging behaviors effectively. In contrast, those with lower self-efficacy report greater frustration and a higher likelihood of resorting to reactive or exclusionary discipline. Access to professional development, administrative support, and social-emotional learning (SEL) training emerged as key factors influencing teacher confidence and disciplinary decision-making. The study highlights the importance of strengthening teacher self-efficacy through targeted training, mentorship, and institutional resources to promote equitable and developmentally appropriate discipline practices in preschool settings.