This study aims to examine the mediator effect of perceived disciplinary climate in the relationship between classroom management self-efficacy and time spent on maintaining discipline. The research group of this study consists of 12202 Turkish teachers who participated in The Teaching and Learning International Survey (TALIS) 2018. The classroom management self-efficacy scale, perceived disciplinary climate scale and time spent on maintaining discipline were used as data collection tools. In this study two models are examined. The first model is Model 1 in which the relationship between independent and dependent variables is examined in the absence of the mediator variable, and the other model is Model 2 in which the relationship between independent and dependent variables is examined in the presence of the mediator variable. The results of the study revealed that classroom management self-efficacy is a significant predictor of perceived disciplinary climate and classroom discipline climate is a significant predictor of time spent on maintaining discipline. According to the findings of the study, the perceived disciplinary climate is positively affected by the teachers' self-efficacy in classroom management. Moreover, the more teachers perceive classrooms’ disciplinary climate negative, the time they spent on maintaining discipline increases.It was observed that the perceived disciplinary climate has a full mediator effect in the relationship between classroom management self-efficacy and time spent on maintaining discipline. It was revealed that in classes with a disciplinary climate, teachers will devote time to actual learning activities, not to discipline. This will positively affect the quality of teaching and academic results.  The findings of the study were discussed based on the literature.

Disciplinary climate, Classroom management self-efficacy, Time for discipline, TALIS, Turkey, Mediator effect