What predicts preservice teachers' classroom management self-efficacy? A cross-cultural comparison between China and Australia.

This research examines predictors of preservice teachers' classroom management self-efficacy (CMSE). Our sequential mixed methods research involved cohorts of final year preservice teachers enrolled in either Chinese or Australian universities. Findings show that CMSE is shaped more by experience-based factors-such as perceived support during school-based placements, satisfaction with course content, and the perceived relevance of prior experience-than by university-based coursework participation. Perceived support mitigated negative experiences, although Chinese preservice teachers reported lower levels of perceived support than Australian peers. Satisfaction with course content highlighted the importance of perceived quality and applicability, while prior experience contributed only when interpreted as relevant. Qualitative findings further indicate that adaptive coping strategies shape how negative experiences are processed, underscoring the role of interpretation in CMSE development. These findings carry important implications for initial teacher education.