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

Year 2023, Volume: 12 Issue: 4, 285 - 303, 31.12.2023
https://doi.org/10.55020/iojpe.1315194

Abstract

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.

References

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Year 2023, Volume: 12 Issue: 4, 285 - 303, 31.12.2023
https://doi.org/10.55020/iojpe.1315194

Abstract

References

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  • 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.
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  • 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.
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  • 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.
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Details

Primary Language English
Subjects Classroom Education
Journal Section Research Articles
Authors

Cenk Yoldaş 0000-0003-2519-4959

Remzi Yıldırım 0000-0002-6918-5416

Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 12 Issue: 4

Cite

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

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