Scopus
🔓 Açık Erişim YÖKSİS DOI Eşleşti
SJR Q3
Pre-school teachers’ classroom management competency and the factors affecting their understanding of discipline
Egitim Arastirmalari - Eurasian Journal of Educational Research · Ocak 2018
YÖKSİS Kayıtları
Pre-School Teachers’Classroom Management Competency and The Factors Affecting Their Understanding of Discipline
Eurasian Journal of Educational Research · 2018 ESCI
Doç. Dr. DEVLET ALAKOÇ →
YÖKSİS Kayıtları — ISSN Eşleşmesi
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2008 ISSN: 1302-597X Educational Research Abstracts Online (ERA), ULAKBİM, EBSCO
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2006 ISSN: 1302-597X ESCI, TR Dizin, Scopus 10 atıf
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A Study on Communication Breakdowns: Sources of Misunderstanding in a Cross-Cultural Setting
2018 ISSN: 1302597X Journals Indexed in Eric
Dr. Öğr. Üyesi MUSTAFA DOLMACI →
Conceptual Understanding Levels of Students with Different Cognitive Styles: An Evaluation in Terms of Different Measurement Techniques
2020 ISSN: 1302-597X ESCI
Doç. Dr. SEMA AYDIN CERAN →
Makale Bilgileri
ISSN1302597X
Yayın TarihiOcak 2018
Cilt / Sayfa2018 · 149-172
Scopus ID2-s2.0-85046531038
Erişim🔓 Açık Erişim
Özet
Purpose: This research was carried out to determine the classroom management competency and the levels of perception of understanding of discipline among preschool teachers, the effect of their classroom management competency and understanding of discipline on child-teacher relationship, the relationship between interpersonal problem-solving and liking of children, the student-teacher relationship and the predictive power of interpersonal problem-solving and liking of children in teachers’ classroom management competency and understanding of discipline. Research Methods: The research was designed using single and correlational survey designs and the sample included 180 preschool teachers working at public and private preschools. Research data was collected using the “Scale of Classroom Management Competency Levels”, “Teacher’s Understanding of Discipline Scale”, “Interpersonal Problem-Solving Inventory”, “Barnett Liking of Children Scale” and “Teacher-Student Relationship Scale”. Findings: The results revealed that 81% of the teachers need to be supported in terms of classroom management and %55 of them in terms of understanding of discipline. The results showed that professional seniority, negative attitude towards problems and liking of children are the variables that predict strict/over-controlling understanding of discipline, and the constructive problem solving and the discipline based on understanding of equity are the variables that predict their classroom management competency. Implications for Research and Practice: Teachers’ development about interpersonal problem-solving skills must be supported as well as their pedagogical knowledge about classroom management. It is suggested that teachers’ classroom management competencies should be increased and their understanding of discipline should be developed via education seminars.
Yazarlar (4)
1
Sema Büyüktaşkapu Soydan
2
Devlet Alakoç
ORCID: 0000-0002-5132-9020
3
Ayse Ozturk Samur
ORCID: 0000-0003-1976-3078
4
Duriye Esra Angin
ORCID: 0000-0001-6601-4892
Anahtar Kelimeler
Interpersonal problem-solving skills
Liking of children
Preschool classroom management
Student-teacher relationship
Kurumlar
Aydin Adnan Menderes University
Aydin Turkey
Karatay Üniversitesi
Konya Turkey
Selçuk Üniversitesi
Selçuklu Turkey
Scimago Dergi (ISSN Eşleşmesi)
Eurasian Journal of Educational Research
Q3
OA
SJR Skoru0,211
H-Index30
YayıncıAni Publishing
ÜlkeTurkey
Education (Q3)
Metrikler
8
Atıf
4
Yazar
4
Anahtar Kelime