Araştırma Makalesi
BibTex RIS Kaynak Göster

ANALYSIS OF PRIMARY SCHOOL TEACHERS' COMPETENCIES AND CONCERNS ABOUT CLASSROOM MANAGEMENT BY SOME VARIABLES

Yıl 2023, Cilt: 12 Sayı: 4, 285 - 303, 31.12.2023
https://doi.org/10.55020/iojpe.1315194

Öz

This empirical study focuses on the examination of concerns and competencies related to classroom management among primary school teachers. The data were collected during the 2022-2023 academic year from a sample omprised of primary school teachers in Demirci-Türkiye. The study employed two distinct scales, denoted as the "Classroom Management Concerns Scale" and the "Classroom Management Competency Scale” to measure their classroom management concerns and competencies. Notably, the study encompassed the entire target population without the utilization of sampling techniques. Regarding the specific sub-problems addressed in this study, no statistically significant differences were observed concerning the gender of the participants. However, significant differences in professional seniority were found, particularly in the dimensions of relationship management, instructional management, and time management, as well as in the overall scores of classroom management competencies. Furthermore, significant differenceswere detected in relationship management in relation to the graduates' academic fields. In addition, the participants' respective grade levels of teaching demonstrated significant differences in the realm of relationship management. In the final sub-problem analysis, a negative and weak correlation was found between the dimension of communication concerns and behavior management. To conclude, the findings derived from this comprehensive investigation were subjected to meticulous interpretation, and a series of pragmatic recommendations were proposed for both the academic field and practical application.

Kaynakça

  • Ahmed, M., Ambreen, M., & Hussain, I. (2018). Gender differentials among teachers’ classroom management strategies in Pakistani context. Journal of Education and Educational Development, 5(2), 178-193.
  • Akar, H. , Erden, F. T. , Tor, D., & Şahin, İ. T. (2010). Öğretmenlerin sınıf yönetimi yaklaşımları ve deneyimlerinin incelenmesi [Investigation of teachers' classroom management approaches and experiences]. İlköğretim Online, 9(2), 792-806.
  • Aküzüm, C., & Nazlı, K. (2017). Sınıf öğretmenlerinin sınıf yönetiminde karşılaştıkları disiplin sorunları, nedenleri ve bu sorunlarla baş etme yöntemlerinin değerlendirilmesi [Evaluation of discipline problems faced by classroom teachers in classroom management, their reasons and methods of coping with these problems]. International e-Journal of Educational Studies (IEJES), 1(2), 88-102.
  • Aksela , M., & Haatainen , O 2019 , Project-Based Learning (PBL) in Practise: Active Teachers' Views of Its' Advantages And Challenges. in Integrated Education for the Real World: 5th International STEM in Education Conference Post-Conference Proceedings. Queensland University of Technology, pp. 9–16, International STEM in Education Conference, Brisbane, Australia, 21/11/2018. http://hdl.handle.net/10138/304045
  • Aksoy, A. (2022). Öğretmen ve okul müdürlerinin öğretmenlerin mesleki gelişimini değerlendirmesi: Mesleki gelişime güdüleyen ve güdülenmeyi düşüren etmenler [Teachers' and principals' evaluation of teachers' professional development: Motivating and demotivating factors for professional development]. (Unpublished master's thesis). Aydın Adnan Menderes University.
  • Aracı, D. D. (2021). Okul öncesi öğretmenlerinin sınıf yönetimi becerileri ile programdaki etkinliklere yönelik öz yeterlik inançlarının incelenmesi [Investigation of preschool teachers' classroom management skills and their self-efficacy beliefs towards the activities in the curriculum]. (Unpublished master's thesis). Fatih Sultan Mehmet Foundation University, Graduate School of Education.
  • Arı, E., Tunçer, B. K., & Demir, M. K. (2016). Primary school teachers' views on constructive classroom management. International Electronic Journal of Elementary Education, 8(3), 363-378.
  • Anwer, F. (2019). Activity-based teaching, student motivation and academic achievement. Journal of Education and Educational Development, 6(1), 154-170.
  • Barr, J. J. (2016). Developing a positive classroom climate. IDEA Paper 61. IDEA Center, Inc. https://eric.ed.gov/?id=ED573643.
  • Bayrakçeken, S., Oktay, Ö., Samancı, O., & Canpolat, N. (2021). Motivasyon kuramları çerçevesinde öğrencilerin öğrenme motivasyonlarının arttırılması: bir derleme çalışması [Increasing students' learning motivation within the framework of theories: a review study], Journal of Social Sciences Institute of Ataturk University, 25(2), 677-698.
  • Beers, G. W., & Bowden, S. (2005). The effect of teaching method on long-term knowledge retention. Journal of Nursing Education, 44(11), 511-514. https://doi.org/10.3928/01484834-20051101-07.
  • Berger, J. L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching experience, teachers’ beliefs, and self-reported classroom management practices: A coherent network. SAGE open, 8(1). https://doi.org/10.1177/2158244017754119.
  • Boyraz, M., & Kocabaş, İ. (2018). İlkokul öğretmenlerinin zaman yönetimi becerilerinin belirlenmesi [Determination of primary school teachers' time management skills]. Yıldız Social Sciences Institute Journal, 2(1), 42-57.
  • Can, N. (2004). Öğretmenlerin geliştirilmesi ve etkili öğretmen davranışları [Teacher development and effective teacher behaviours]. Erciyes University Journal of Social Sciences Institute, 1(16), 103-119.
  • Çelik, O. (2019). İlkokul ve ortaokul öğretmenlerinin öz yeterlilikleri ile sınıf yönetimi becerileri arasındaki ilişkinin incelenmesi [Examining the relationship between primary and secondary school teachers' self-efficacy and classroom management skills]. (Unpublished master's thesis). İstanbul Sabahattin Zaim University.
  • Çifçili, V. (2009). Sınıf içi disiplinde otorite [Authority in classroom discipline]. HAYEF Journal of Education, 6(1), 91-103.
  • Curran, F. C., Fisher, B. W., Viano, S., & Kupchik, A. (2019). Why and when do school resource officers engage in school discipline? The role of context in shaping disciplinary involvement. American Journal of Education, 126(1), 33-63. https://doi.org/10.1086/705499.
  • Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute. https://files.eric.ed.gov/fulltext/ED606462.pdf.
  • Doğan, S., Uğurlu, C., & Karakaş, H. (2014). Etkili sınıf yönetimi uygulamalarına ilişkin öğretmen görüşlerinin değerlendirilmesi [Evaluation of teachers' views on effective classroom management practices]. Gaziantep University Journal of Social Sciences, 13(4), 1097-1119.
  • Elçiçek, Z., Kinay, İ., & Oral, B. (2015). Developing teacher candidates' classroom management competency scale: validity and reliability study. Bartin University Journal of Faculty of Education, 4(1), 51-63.
  • Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational psychologist, 36(2), 103-112. https://doi.org/10.1207/S15326985EP3602_5.
  • Ergen, Y., & Elma, C. (2020). Sınıf öğretmenlerinin sınıf yönetim becerileri, akademik iyimserlikleri ve mesleki bağlılıkları arasındaki ilişki [The relationship between classroom teachers' classroom management skills, academic optimism and professional commitment.]. Abant İzzet Baysal University Faculty of Education Journal, 20(2), 1222-1239. https://doi.org/10.17240/aibuefd.2020..-656449.
  • Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. Handbook of classroom management: Research, practice, and contemporary issues, 3(1), 3-16.
  • Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today's classrooms. Journal of Education and Training Studies, 7(12), 1-12. https://doi.org/10.11114/jets.v7i12.4491.
  • Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International Journal of Environmental Research and Public Health, 18(2), 548. https://doi.org/10.3390/ijerph18020548.
  • Gaias, L. M., Johnson, S. L., Bottiani, J. H., Debnam, K. J., & Bradshaw, C. P. (2019). Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124-139. https://doi.org/10.1016/j.jsp.2019.07.017.
  • Gezen, H. (2021). Determination of classroom management anxiety levels of secondary school teachers and investigation in terms of various variables. In Biruni University 1st International Congress on Teaching and Teacher Education Full-Text Proceedings Book Icotte2021 11-12 June 2021 (p. 60).
  • Gipps, C., Hargreaves, E., & McCallum, B. (2015). What makes a good primary school teacher?: Expert classroom strategies. Routledge.
  • Gözel, E., & Halat, E. (2010). Primary school teachers and time management. Pamukkale University Journal of Social Sciences Institute, 6, 73-89.
  • Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-129.
  • Hatipoğlu, A., & Kavas, E. (2016). [The effect of parent approaches on teacher performance]. Itobiad: Journal of the Human & Social Science Researches, 5(4), 1012-1034.
  • Hawken, L. S., Sandra MacLeod, K., & Rawlings, L. (2007). Effects of the behavior education program (BEP) on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9(2), 94-101. https://doi.org/10.1177/10983007070090020601
  • Heydenberk, W., & Heydenberk, R. (2007). More than manners: Conflict resolution in primary level classrooms. Early Childhood Education Journal, 35, 119-126.
  • Hoy, A. W., & Weinstein, C. S. (2013). Student and teacher perspectives on classroom management. In Handbook of classroom management (pp. 191-230). Routledge.
  • Huang, S. Y., Kuo, Y. H., & Chen, H. C. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681.
  • Igwe, G. C., & Amirize, M. (2023). Classroom management for teachers' instructional effectiveness. Central Asian Journal of Social Sciences and History, 4(5), 54-71. https://doi.org/10.17605/OSF.IO/5KMC8
  • Karasar, N., 2012. Scientific research method. 24th Ed. Nobel Academic Publishing.
  • Kendirci, M. (2019). Examining the relationship between classroom management skills and motivation of classroom teachers. (Unpublished master's thesis). Istanbul Sabahattin Zaim University, Institute of Social Sciences, Department of Educational Sciences.
  • Kevser, Z. (2022). Pedagogical reflections of teachers' professional mistakes. Asian Journal of Instruction (E-AJI), 10(2), 57 77. https://doi.org/10.47215/aji.1176977
  • Keyik, H. (2014). Classroom management strategies used by first grade primary school teachers in dealing with students' misbehaviours. (Unpublished master's thesis). Mehmet Akif Ersoy University, Institute of Educational Sciences.
  • Korkut, K. (2009). The relationship between classroom teachers' self-efficacy beliefs and classroom management skill perceptions. (Unpublished master's thesis). Mehmet Akif Ersoy University.
  • Korkut, K., & Babaoğlan, E. (2010). Classroom management skills of classroom teachers. Dumlupınar University Journal of Social Sciences, 26(2), 146-156.
  • Kuzu, A. (2013). Araştırmaların planlanması [Planning of studies]. In Kurt, A. A. (Ed.), Bilimsel Araştırma Yöntemleri [Scientific research methods] (1st Ed., pp. 19 – 46). Anadolu University Publications.
  • Lazarides, R., & Buchholz, J. (2019). Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms? Learning and Instruction, 61, 45-59. https://doi.org/10.1016/j.learninstruc.2019.01.001.
  • Lenski, S. J., Caskey, M. M., & Anfara Jr, V. A. (2009). Using the lesson study approach to plan for student learning. Middle School Journal, 40(3), 50-57, https://doi.org/10.1080/00940771.2009.11495587
  • Martin, N. K., Yin, Z., & Mayall, H. (2006). Classroom management training, teaching experience and gender: do these variables impact teachers' attitudes and beliefs toward classroom management style? Online Submission. https://files.eric.ed.gov/fulltext/ED494050.pdf.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD Publish.
  • McDonnough, J. T., & Matkins, J. J. (2010). The role of field experience in elementary preservice teachers' self-efficacy and ability to connect research to practice. School Science and Mathematics, 110(1), 13-23. https://doi.org/10.1111/j.1949-8594.2009.00003.x
  • McGarr, O. (2021). The use of virtual simulations in teacher education to develop pre-service teachers' behavior and classroom management skills: implications for reflective practice. Journal of Education for Teaching, 47(2), 274-286. https://doi.org/10.1080/02607476.2020.1733398.
  • Morris-Rothschild, B. K., & Brassard, M. R. (2006). Teachers' conflict management styles: The role of attachment styles and classroom management effectiveness. Journal of school psychology, 44(2), 105-121. https://doi.org/10.1016/j.jsp.2006.01.004.
  • Nacar, F. S., & Tümkaya, S. (2011). Sınıf öğretmenlerinin iletişim ve kişilerarası problem çözme becerilerinin incelenmesi [Investigation of classroom teachers' communication and interpersonal problem-solving skills.]. İlköğretim Online, 10(2), 493-511.
  • Oktan, D., & Çağanağa, Ç. K. (2015). The impact of teachers' gender differences on classroom management. International Online Journal of Education and Teaching (IOJET), 2(4), 239-247. http://iojet.org/index.php/IOJET/article/view/106/117.
  • Önder, E., & Önder Öz, Y. (2018). Variables that predict classroom management anxiety and classroom management anxieties level of pre-service teachers. Pegem Journal of Education and Instruction, 8(4), 645-664, http://dx.doi.org/10.14527/pegegog.2018.025.
  • Özen, H. & Yıldırım, R. (2020). Teacher perspectives on classroom management. International Journal of Contemporary Educational Research, 7(1), 99-113. https://doi.org/10.33200/ijcer.645818.
  • Özkul, R., & Dönmez, B. (2019). Classroom management concerns: A scale development study. Inonu University Journal of the Faculty of Education, 20(3), 673 – 694. https://doi.org/10.17679/inuefd.521575
  • Özkul, R. (2021). Analysis of the relationships between teachers' self-efficacy perception, classroom management anxiety and student control ideologies. (Unpublished doctoral dissertation). İnönü University Institute of Educational Sciences, Malatya.
  • Öztürk, Y., & Gangal, M. (2016). Preschool teachers' beliefs about discipline, classroom management and undesirable behaviors. Hacettepe University Faculty of Education Journal, 31(3), 593-608. https://doi.org/10.16986/HUJE.2016015869.
  • Paliç, G., & Keleş, E. (2011). Teacher views on classroom management. Educational Management in Theory and Practice, 2(2), 199-220.
  • Redfield, C. (2022). A Correlational study: Teachers' mindset of instructional coaches' roles and interpersonal/communication skills. (Unpublished doctoral dissertation). Grand Canyon University.
  • Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers' use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261-1268. https://doi.org/10.1016/j.tate.2010.03.003.
  • Sadık, F., & Aslan, S. (2015). Examining the opinions of primary school classroom teachers regarding discipline problems. Electronic Turkish Studies, 10(3), 115-138. http://dx.doi.org/10.7827/TurkishStudies.7585.
  • Sanli, O. (2019). An evaluation of the teachers' classroom management problems. Educational Research and Reviews, 14(8), 282-292. https://doi.org/10.5897/ERR2019.3712.
  • Sarfo, F. K., Amankwah, F., Sam, F. K., & Konin, D. (2015). Teachers' self-efficacy beliefs: The relationship between gender and instructional strategies, classroom management and student engagement. Ghana Journal of Development Studies, 12(1-2), 19-32. https://doi.org/10.4314/gjds.v12i1-2.2
  • Serin, O. (2010). Sınıf öğretmenlerinin problem çözme becerilerinin çeşitli değişkenler açısından incelenmesi [The examination of primary school teachers’ problem solving skills in terms of various variables]. Education and Science, 31(142), 80-88.
  • Sevce, S. S. (2017). İlkokullarda görev yapan sınıf öğretmenlerinin sınıf yönetimi becerilerinin incelenmesi [Investigation of classroom management skills of classroom teachers working in primary schools]. (Unpublished master's thesis). Çukurova University.
  • Sciuchetti, M. B., & Yssel, N. (2019). The development of preservice teachers' self-efficacy for classroom and behaviour management across multiple field experiences. Australian Journal of Teacher Education (Online), 44(6), 19-34. https://search.informit.org/doi/10.3316/informit.506878421953401.
  • Suswandari, M., Siswandari, S., Sunardi, S., & Gunarhadi, G. (2020). Social skills for primary school students: Needs analysis to implement the scientific approach based curriculum. Journal of Social Studies Education Research, 11(1), 153-162.
  • Süral, S. (2013). İlköğretimde görev yapan öğretmenlerin öğretme stillerinin sınıf yönetimi yaklaşımları ve öğretmenlik mesleğine yönelik tutumları arasındaki ilişki [The relationship between primary school teachers' teaching styles, classroom management approaches and attitudes towards teaching profession]. (Unpublished doctoral dissertation). Adnan Menderes University Institute of Social Sciences. http://hdl.handle.net/11607/495.
  • Sydorenko, N., Denysenko, V., Grytsenko, I., Borysenko, N., & Terletska, L. (2023). Methodological foundations for the formation of professional qualities in primary school teachers. Revista Eduweb, 17(2), 116-125. https://doi.org/10.46502/issn.1856-7576/2023.17.02.10
  • Şenyiğit, Ç., & Serin, O. (2022). The role of perceived ICT competencies on primary school pre-service teachers' integrated STEM teaching intentions. Participatory Educational Research, 9(6), 221-247. https://doi.org/10.17275/per.22.137.9.6
  • Simsek, A. (2012). Research models. Simsek, A. (Ed.), Research methods in social sciences (1st Ed.). Anadolu University Publishing.
  • Şişman, M., & Acat, M. B. (2003). Öğretmenlik uygulaması çalışmalarının öğretmenlik mesleğinin algılanmasındaki etkisi [The effect of teaching practice studies on the perception of teaching profession]. Fırat University Journal of Social Sciences, 13(2), 235–250.
  • Ünsal, S. (2021). Öğretmenlik mesleğinin tanımı, önemi ve öğretmenlerin değişen rolleri üzerine nitel betimsel bir araştırma [A qualitative descriptive research on the definition and importance of teaching profession and changing roles of teachers]. Istanbul Commerce University Journal of Social Sciences, 20(42), 1481-1504. https://doi.org/10.46928/iticusbe.956111.
  • Tabachnick, B., & Fidell, L. (2013). Using multivariate statistics (6th Ed.). MA: Pearson.
  • Tasgin, A., & Tunc, Y. (2018). Effective participation and motivation: An investigation on secondary school students. World journal of education, 8(1), 58-74. https://doi.org/10.5430/wje.v8n1p58
  • Turan, S. (2020). Sınıf yönetiminin temelleri [Fundamentals of classroom management]. Ankara: Pegem A Publishing, p.1 19.
  • Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, https://doi.org/10.1016/j.dr.2020.100912.
  • Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of teacher education, 55(1), 25-38. https://doi.org/10.1177/0022487103259812
  • Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. (2021). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33, 131-148. https://doi.org/10.1007/s10648-020-09542-0.
  • Vatansever Bayraktar, H., & Fırat, T. (2019). Sınıf öğretmenlerinin zaman yönetimi becerilerinin çeşitli değişkenlere göre incelenmesi [Investigation of classroom teachers' time management skills according to various variables]. Eurasian Academy of Sciences Social Sciences Journal, 26(1), 72-101. http://doi.org/10.17740/eas.soc.2019.V26-05
  • Yalçın, B. Y. (2020). Sınıf öğretmenlerinin benimsedikleri sınıf yönetimi stilleri ile olumlu sınıf iklimi oluşturma yeterlikleri arasındaki ilişki [The relationship between classroom management styles adopted by classroom teachers and their competences to create a positive classroom climate]. (Unpublished master's thesis). İstanbul Sabahattin Zaim University.
  • Yıldız, A. (2019). İşletme alanında nicel araştırma yöntemleri ve yayın etiği [Quantitative research methods and publication ethics in business] (1st Ed). Gazi Bookstore.
  • Yıldız, D., Karaca, Ş., & Bakırcı, Ş. (2022). Öğretmenlerin iletişim becerileri üzerine bir inceleme [A study on teachers' communication skills]. Artvin Coruh University International Journal of Social Sciences, 8(1), 1-17. https://doi.org/10.22466/acusbd.1062068
  • Yılmaz, Z. N., Aydın Şengül, Ö., & Bada, P. D. E. (2020). Hizmetiçi eğitimde sınıf yönetimi ve etkili öğretmen özelliklerine ilişkin öğretmen görüşleri. [Teachers' views on classroom management and effective teacher characteristics in in-service training]. Sinop University Journal of Social Sciences, 4(1), 213-234. https://doi.org/10.30561/sinopusd.711438.
  • Yurdakul, I., K. (2013). Evren ve örneklem [Population and sampling]. In Kurt, A. A. (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods] (1st Ed., p. 75-92). Anadolu University Publications.
  • Zembat, R., & İlçi Küsmüş, G. (2020). Okul öncesi öğretmenlerinin sınıf yönetimi becerileri ile mesleki profesyonellikleri arasındaki ilişkinin incelenmesi [Investigating the relationship between preschool teachers' classroom management skills and their professionalism]. Kastamonu Education Journal, 28(4), 1725-1739. https://doi.org/10.24106/kefdergi.3621.
  • Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213-228. https://doi.org/10.1007/s40692-020-00153-w
Yıl 2023, Cilt: 12 Sayı: 4, 285 - 303, 31.12.2023
https://doi.org/10.55020/iojpe.1315194

Öz

Kaynakça

  • Ahmed, M., Ambreen, M., & Hussain, I. (2018). Gender differentials among teachers’ classroom management strategies in Pakistani context. Journal of Education and Educational Development, 5(2), 178-193.
  • Akar, H. , Erden, F. T. , Tor, D., & Şahin, İ. T. (2010). Öğretmenlerin sınıf yönetimi yaklaşımları ve deneyimlerinin incelenmesi [Investigation of teachers' classroom management approaches and experiences]. İlköğretim Online, 9(2), 792-806.
  • Aküzüm, C., & Nazlı, K. (2017). Sınıf öğretmenlerinin sınıf yönetiminde karşılaştıkları disiplin sorunları, nedenleri ve bu sorunlarla baş etme yöntemlerinin değerlendirilmesi [Evaluation of discipline problems faced by classroom teachers in classroom management, their reasons and methods of coping with these problems]. International e-Journal of Educational Studies (IEJES), 1(2), 88-102.
  • Aksela , M., & Haatainen , O 2019 , Project-Based Learning (PBL) in Practise: Active Teachers' Views of Its' Advantages And Challenges. in Integrated Education for the Real World: 5th International STEM in Education Conference Post-Conference Proceedings. Queensland University of Technology, pp. 9–16, International STEM in Education Conference, Brisbane, Australia, 21/11/2018. http://hdl.handle.net/10138/304045
  • Aksoy, A. (2022). Öğretmen ve okul müdürlerinin öğretmenlerin mesleki gelişimini değerlendirmesi: Mesleki gelişime güdüleyen ve güdülenmeyi düşüren etmenler [Teachers' and principals' evaluation of teachers' professional development: Motivating and demotivating factors for professional development]. (Unpublished master's thesis). Aydın Adnan Menderes University.
  • Aracı, D. D. (2021). Okul öncesi öğretmenlerinin sınıf yönetimi becerileri ile programdaki etkinliklere yönelik öz yeterlik inançlarının incelenmesi [Investigation of preschool teachers' classroom management skills and their self-efficacy beliefs towards the activities in the curriculum]. (Unpublished master's thesis). Fatih Sultan Mehmet Foundation University, Graduate School of Education.
  • Arı, E., Tunçer, B. K., & Demir, M. K. (2016). Primary school teachers' views on constructive classroom management. International Electronic Journal of Elementary Education, 8(3), 363-378.
  • Anwer, F. (2019). Activity-based teaching, student motivation and academic achievement. Journal of Education and Educational Development, 6(1), 154-170.
  • Barr, J. J. (2016). Developing a positive classroom climate. IDEA Paper 61. IDEA Center, Inc. https://eric.ed.gov/?id=ED573643.
  • Bayrakçeken, S., Oktay, Ö., Samancı, O., & Canpolat, N. (2021). Motivasyon kuramları çerçevesinde öğrencilerin öğrenme motivasyonlarının arttırılması: bir derleme çalışması [Increasing students' learning motivation within the framework of theories: a review study], Journal of Social Sciences Institute of Ataturk University, 25(2), 677-698.
  • Beers, G. W., & Bowden, S. (2005). The effect of teaching method on long-term knowledge retention. Journal of Nursing Education, 44(11), 511-514. https://doi.org/10.3928/01484834-20051101-07.
  • Berger, J. L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching experience, teachers’ beliefs, and self-reported classroom management practices: A coherent network. SAGE open, 8(1). https://doi.org/10.1177/2158244017754119.
  • Boyraz, M., & Kocabaş, İ. (2018). İlkokul öğretmenlerinin zaman yönetimi becerilerinin belirlenmesi [Determination of primary school teachers' time management skills]. Yıldız Social Sciences Institute Journal, 2(1), 42-57.
  • Can, N. (2004). Öğretmenlerin geliştirilmesi ve etkili öğretmen davranışları [Teacher development and effective teacher behaviours]. Erciyes University Journal of Social Sciences Institute, 1(16), 103-119.
  • Çelik, O. (2019). İlkokul ve ortaokul öğretmenlerinin öz yeterlilikleri ile sınıf yönetimi becerileri arasındaki ilişkinin incelenmesi [Examining the relationship between primary and secondary school teachers' self-efficacy and classroom management skills]. (Unpublished master's thesis). İstanbul Sabahattin Zaim University.
  • Çifçili, V. (2009). Sınıf içi disiplinde otorite [Authority in classroom discipline]. HAYEF Journal of Education, 6(1), 91-103.
  • Curran, F. C., Fisher, B. W., Viano, S., & Kupchik, A. (2019). Why and when do school resource officers engage in school discipline? The role of context in shaping disciplinary involvement. American Journal of Education, 126(1), 33-63. https://doi.org/10.1086/705499.
  • Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute. https://files.eric.ed.gov/fulltext/ED606462.pdf.
  • Doğan, S., Uğurlu, C., & Karakaş, H. (2014). Etkili sınıf yönetimi uygulamalarına ilişkin öğretmen görüşlerinin değerlendirilmesi [Evaluation of teachers' views on effective classroom management practices]. Gaziantep University Journal of Social Sciences, 13(4), 1097-1119.
  • Elçiçek, Z., Kinay, İ., & Oral, B. (2015). Developing teacher candidates' classroom management competency scale: validity and reliability study. Bartin University Journal of Faculty of Education, 4(1), 51-63.
  • Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational psychologist, 36(2), 103-112. https://doi.org/10.1207/S15326985EP3602_5.
  • Ergen, Y., & Elma, C. (2020). Sınıf öğretmenlerinin sınıf yönetim becerileri, akademik iyimserlikleri ve mesleki bağlılıkları arasındaki ilişki [The relationship between classroom teachers' classroom management skills, academic optimism and professional commitment.]. Abant İzzet Baysal University Faculty of Education Journal, 20(2), 1222-1239. https://doi.org/10.17240/aibuefd.2020..-656449.
  • Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. Handbook of classroom management: Research, practice, and contemporary issues, 3(1), 3-16.
  • Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today's classrooms. Journal of Education and Training Studies, 7(12), 1-12. https://doi.org/10.11114/jets.v7i12.4491.
  • Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International Journal of Environmental Research and Public Health, 18(2), 548. https://doi.org/10.3390/ijerph18020548.
  • Gaias, L. M., Johnson, S. L., Bottiani, J. H., Debnam, K. J., & Bradshaw, C. P. (2019). Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124-139. https://doi.org/10.1016/j.jsp.2019.07.017.
  • Gezen, H. (2021). Determination of classroom management anxiety levels of secondary school teachers and investigation in terms of various variables. In Biruni University 1st International Congress on Teaching and Teacher Education Full-Text Proceedings Book Icotte2021 11-12 June 2021 (p. 60).
  • Gipps, C., Hargreaves, E., & McCallum, B. (2015). What makes a good primary school teacher?: Expert classroom strategies. Routledge.
  • Gözel, E., & Halat, E. (2010). Primary school teachers and time management. Pamukkale University Journal of Social Sciences Institute, 6, 73-89.
  • Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-129.
  • Hatipoğlu, A., & Kavas, E. (2016). [The effect of parent approaches on teacher performance]. Itobiad: Journal of the Human & Social Science Researches, 5(4), 1012-1034.
  • Hawken, L. S., Sandra MacLeod, K., & Rawlings, L. (2007). Effects of the behavior education program (BEP) on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9(2), 94-101. https://doi.org/10.1177/10983007070090020601
  • Heydenberk, W., & Heydenberk, R. (2007). More than manners: Conflict resolution in primary level classrooms. Early Childhood Education Journal, 35, 119-126.
  • Hoy, A. W., & Weinstein, C. S. (2013). Student and teacher perspectives on classroom management. In Handbook of classroom management (pp. 191-230). Routledge.
  • Huang, S. Y., Kuo, Y. H., & Chen, H. C. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681.
  • Igwe, G. C., & Amirize, M. (2023). Classroom management for teachers' instructional effectiveness. Central Asian Journal of Social Sciences and History, 4(5), 54-71. https://doi.org/10.17605/OSF.IO/5KMC8
  • Karasar, N., 2012. Scientific research method. 24th Ed. Nobel Academic Publishing.
  • Kendirci, M. (2019). Examining the relationship between classroom management skills and motivation of classroom teachers. (Unpublished master's thesis). Istanbul Sabahattin Zaim University, Institute of Social Sciences, Department of Educational Sciences.
  • Kevser, Z. (2022). Pedagogical reflections of teachers' professional mistakes. Asian Journal of Instruction (E-AJI), 10(2), 57 77. https://doi.org/10.47215/aji.1176977
  • Keyik, H. (2014). Classroom management strategies used by first grade primary school teachers in dealing with students' misbehaviours. (Unpublished master's thesis). Mehmet Akif Ersoy University, Institute of Educational Sciences.
  • Korkut, K. (2009). The relationship between classroom teachers' self-efficacy beliefs and classroom management skill perceptions. (Unpublished master's thesis). Mehmet Akif Ersoy University.
  • Korkut, K., & Babaoğlan, E. (2010). Classroom management skills of classroom teachers. Dumlupınar University Journal of Social Sciences, 26(2), 146-156.
  • Kuzu, A. (2013). Araştırmaların planlanması [Planning of studies]. In Kurt, A. A. (Ed.), Bilimsel Araştırma Yöntemleri [Scientific research methods] (1st Ed., pp. 19 – 46). Anadolu University Publications.
  • Lazarides, R., & Buchholz, J. (2019). Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms? Learning and Instruction, 61, 45-59. https://doi.org/10.1016/j.learninstruc.2019.01.001.
  • Lenski, S. J., Caskey, M. M., & Anfara Jr, V. A. (2009). Using the lesson study approach to plan for student learning. Middle School Journal, 40(3), 50-57, https://doi.org/10.1080/00940771.2009.11495587
  • Martin, N. K., Yin, Z., & Mayall, H. (2006). Classroom management training, teaching experience and gender: do these variables impact teachers' attitudes and beliefs toward classroom management style? Online Submission. https://files.eric.ed.gov/fulltext/ED494050.pdf.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD Publish.
  • McDonnough, J. T., & Matkins, J. J. (2010). The role of field experience in elementary preservice teachers' self-efficacy and ability to connect research to practice. School Science and Mathematics, 110(1), 13-23. https://doi.org/10.1111/j.1949-8594.2009.00003.x
  • McGarr, O. (2021). The use of virtual simulations in teacher education to develop pre-service teachers' behavior and classroom management skills: implications for reflective practice. Journal of Education for Teaching, 47(2), 274-286. https://doi.org/10.1080/02607476.2020.1733398.
  • Morris-Rothschild, B. K., & Brassard, M. R. (2006). Teachers' conflict management styles: The role of attachment styles and classroom management effectiveness. Journal of school psychology, 44(2), 105-121. https://doi.org/10.1016/j.jsp.2006.01.004.
  • Nacar, F. S., & Tümkaya, S. (2011). Sınıf öğretmenlerinin iletişim ve kişilerarası problem çözme becerilerinin incelenmesi [Investigation of classroom teachers' communication and interpersonal problem-solving skills.]. İlköğretim Online, 10(2), 493-511.
  • Oktan, D., & Çağanağa, Ç. K. (2015). The impact of teachers' gender differences on classroom management. International Online Journal of Education and Teaching (IOJET), 2(4), 239-247. http://iojet.org/index.php/IOJET/article/view/106/117.
  • Önder, E., & Önder Öz, Y. (2018). Variables that predict classroom management anxiety and classroom management anxieties level of pre-service teachers. Pegem Journal of Education and Instruction, 8(4), 645-664, http://dx.doi.org/10.14527/pegegog.2018.025.
  • Özen, H. & Yıldırım, R. (2020). Teacher perspectives on classroom management. International Journal of Contemporary Educational Research, 7(1), 99-113. https://doi.org/10.33200/ijcer.645818.
  • Özkul, R., & Dönmez, B. (2019). Classroom management concerns: A scale development study. Inonu University Journal of the Faculty of Education, 20(3), 673 – 694. https://doi.org/10.17679/inuefd.521575
  • Özkul, R. (2021). Analysis of the relationships between teachers' self-efficacy perception, classroom management anxiety and student control ideologies. (Unpublished doctoral dissertation). İnönü University Institute of Educational Sciences, Malatya.
  • Öztürk, Y., & Gangal, M. (2016). Preschool teachers' beliefs about discipline, classroom management and undesirable behaviors. Hacettepe University Faculty of Education Journal, 31(3), 593-608. https://doi.org/10.16986/HUJE.2016015869.
  • Paliç, G., & Keleş, E. (2011). Teacher views on classroom management. Educational Management in Theory and Practice, 2(2), 199-220.
  • Redfield, C. (2022). A Correlational study: Teachers' mindset of instructional coaches' roles and interpersonal/communication skills. (Unpublished doctoral dissertation). Grand Canyon University.
  • Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers' use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261-1268. https://doi.org/10.1016/j.tate.2010.03.003.
  • Sadık, F., & Aslan, S. (2015). Examining the opinions of primary school classroom teachers regarding discipline problems. Electronic Turkish Studies, 10(3), 115-138. http://dx.doi.org/10.7827/TurkishStudies.7585.
  • Sanli, O. (2019). An evaluation of the teachers' classroom management problems. Educational Research and Reviews, 14(8), 282-292. https://doi.org/10.5897/ERR2019.3712.
  • Sarfo, F. K., Amankwah, F., Sam, F. K., & Konin, D. (2015). Teachers' self-efficacy beliefs: The relationship between gender and instructional strategies, classroom management and student engagement. Ghana Journal of Development Studies, 12(1-2), 19-32. https://doi.org/10.4314/gjds.v12i1-2.2
  • Serin, O. (2010). Sınıf öğretmenlerinin problem çözme becerilerinin çeşitli değişkenler açısından incelenmesi [The examination of primary school teachers’ problem solving skills in terms of various variables]. Education and Science, 31(142), 80-88.
  • Sevce, S. S. (2017). İlkokullarda görev yapan sınıf öğretmenlerinin sınıf yönetimi becerilerinin incelenmesi [Investigation of classroom management skills of classroom teachers working in primary schools]. (Unpublished master's thesis). Çukurova University.
  • Sciuchetti, M. B., & Yssel, N. (2019). The development of preservice teachers' self-efficacy for classroom and behaviour management across multiple field experiences. Australian Journal of Teacher Education (Online), 44(6), 19-34. https://search.informit.org/doi/10.3316/informit.506878421953401.
  • Suswandari, M., Siswandari, S., Sunardi, S., & Gunarhadi, G. (2020). Social skills for primary school students: Needs analysis to implement the scientific approach based curriculum. Journal of Social Studies Education Research, 11(1), 153-162.
  • Süral, S. (2013). İlköğretimde görev yapan öğretmenlerin öğretme stillerinin sınıf yönetimi yaklaşımları ve öğretmenlik mesleğine yönelik tutumları arasındaki ilişki [The relationship between primary school teachers' teaching styles, classroom management approaches and attitudes towards teaching profession]. (Unpublished doctoral dissertation). Adnan Menderes University Institute of Social Sciences. http://hdl.handle.net/11607/495.
  • Sydorenko, N., Denysenko, V., Grytsenko, I., Borysenko, N., & Terletska, L. (2023). Methodological foundations for the formation of professional qualities in primary school teachers. Revista Eduweb, 17(2), 116-125. https://doi.org/10.46502/issn.1856-7576/2023.17.02.10
  • Şenyiğit, Ç., & Serin, O. (2022). The role of perceived ICT competencies on primary school pre-service teachers' integrated STEM teaching intentions. Participatory Educational Research, 9(6), 221-247. https://doi.org/10.17275/per.22.137.9.6
  • Simsek, A. (2012). Research models. Simsek, A. (Ed.), Research methods in social sciences (1st Ed.). Anadolu University Publishing.
  • Şişman, M., & Acat, M. B. (2003). Öğretmenlik uygulaması çalışmalarının öğretmenlik mesleğinin algılanmasındaki etkisi [The effect of teaching practice studies on the perception of teaching profession]. Fırat University Journal of Social Sciences, 13(2), 235–250.
  • Ünsal, S. (2021). Öğretmenlik mesleğinin tanımı, önemi ve öğretmenlerin değişen rolleri üzerine nitel betimsel bir araştırma [A qualitative descriptive research on the definition and importance of teaching profession and changing roles of teachers]. Istanbul Commerce University Journal of Social Sciences, 20(42), 1481-1504. https://doi.org/10.46928/iticusbe.956111.
  • Tabachnick, B., & Fidell, L. (2013). Using multivariate statistics (6th Ed.). MA: Pearson.
  • Tasgin, A., & Tunc, Y. (2018). Effective participation and motivation: An investigation on secondary school students. World journal of education, 8(1), 58-74. https://doi.org/10.5430/wje.v8n1p58
  • Turan, S. (2020). Sınıf yönetiminin temelleri [Fundamentals of classroom management]. Ankara: Pegem A Publishing, p.1 19.
  • Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, https://doi.org/10.1016/j.dr.2020.100912.
  • Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of teacher education, 55(1), 25-38. https://doi.org/10.1177/0022487103259812
  • Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. (2021). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33, 131-148. https://doi.org/10.1007/s10648-020-09542-0.
  • Vatansever Bayraktar, H., & Fırat, T. (2019). Sınıf öğretmenlerinin zaman yönetimi becerilerinin çeşitli değişkenlere göre incelenmesi [Investigation of classroom teachers' time management skills according to various variables]. Eurasian Academy of Sciences Social Sciences Journal, 26(1), 72-101. http://doi.org/10.17740/eas.soc.2019.V26-05
  • Yalçın, B. Y. (2020). Sınıf öğretmenlerinin benimsedikleri sınıf yönetimi stilleri ile olumlu sınıf iklimi oluşturma yeterlikleri arasındaki ilişki [The relationship between classroom management styles adopted by classroom teachers and their competences to create a positive classroom climate]. (Unpublished master's thesis). İstanbul Sabahattin Zaim University.
  • Yıldız, A. (2019). İşletme alanında nicel araştırma yöntemleri ve yayın etiği [Quantitative research methods and publication ethics in business] (1st Ed). Gazi Bookstore.
  • Yıldız, D., Karaca, Ş., & Bakırcı, Ş. (2022). Öğretmenlerin iletişim becerileri üzerine bir inceleme [A study on teachers' communication skills]. Artvin Coruh University International Journal of Social Sciences, 8(1), 1-17. https://doi.org/10.22466/acusbd.1062068
  • Yılmaz, Z. N., Aydın Şengül, Ö., & Bada, P. D. E. (2020). Hizmetiçi eğitimde sınıf yönetimi ve etkili öğretmen özelliklerine ilişkin öğretmen görüşleri. [Teachers' views on classroom management and effective teacher characteristics in in-service training]. Sinop University Journal of Social Sciences, 4(1), 213-234. https://doi.org/10.30561/sinopusd.711438.
  • Yurdakul, I., K. (2013). Evren ve örneklem [Population and sampling]. In Kurt, A. A. (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods] (1st Ed., p. 75-92). Anadolu University Publications.
  • Zembat, R., & İlçi Küsmüş, G. (2020). Okul öncesi öğretmenlerinin sınıf yönetimi becerileri ile mesleki profesyonellikleri arasındaki ilişkinin incelenmesi [Investigating the relationship between preschool teachers' classroom management skills and their professionalism]. Kastamonu Education Journal, 28(4), 1725-1739. https://doi.org/10.24106/kefdergi.3621.
  • Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213-228. https://doi.org/10.1007/s40692-020-00153-w
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sınıf Eğitimi
Bölüm Research Articles
Yazarlar

Cenk Yoldaş 0000-0003-2519-4959

Remzi Yıldırım 0000-0002-6918-5416

Yayımlanma Tarihi 31 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 4

Kaynak Göster

APA Yoldaş, C., & Yıldırım, R. (2023). ANALYSIS OF PRIMARY SCHOOL TEACHERS’ COMPETENCIES AND CONCERNS ABOUT CLASSROOM MANAGEMENT BY SOME VARIABLES. International Online Journal of Primary Education, 12(4), 285-303. https://doi.org/10.55020/iojpe.1315194

 Creative Commons Licenses

mceclip0-43bf150298f9613a4c817c567db8d92d.png


All articles published in International Online Journal of Primary Education's content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).


mceclip1.png          mceclip2.png        mceclip3.png


Free counters!


(Counter start: February 28, 2021)