The aim of the study is to develop a new scale, called the “Classroom Management Anxiety Scale for Candidate Teachers”. This study was carried out on three different groups consisting of university senior class students from Mehmet Akif Ersoy University in Turkey. The psychometric properties of the Scale (CMAS-CT) were analyzed by means of item analysis, exploratory factor analysis, confirmatory factor analysis (CFA) and internal consistency and split-half methods. The exploratory factor analysis (EFA) results demonstrated that the scale comprised five factors. As a result of the EFA, the factor loadings of 25 items in the five factors were found to vary between 0.39 and 0.85. These five factors explained 54% of the total variance. CFA results demonstrated that five dimensional model provides good fit as per obtained fit index values. The Scale (CMAS-CT)’s internal consistency coefficient total scale score was determined .89 and split-half reliability coefficient was determined part 1 .85 and part 2 .79. In conclusion, Classroom Management Anxiety Scale for Candidate Teachers can be used as a reliable and valid measure for Turkish university senior class students. Keywords: Classroom management, anxiety, classroom management anxiety, candidate teacher

This study aims to examine the relative effects of student, family and school-related characteristics on 4th grade students’ math achievement according to location of the school in Turkey. The data of 6435 students studying at 260 primary schools were analyzed using TIMSS-2015 database. The dependent variable of the study was students’ math scores and 19 factors constituting the student, family and school-related characteristics were the independent variables. The location of the school was classified as urban, suburban, medium-size city and village. The data was analyzed via single level multiple linear regression. The results revealed that the entire models explained the largest amount of variance (52%) in the schools located in the villages and the least amount of variance (44%) in those located in the urban area. Although all of the student, family and school-related characteristic sets were found to be significantly related with the achievement, the student-related characteristics explained the largest amount of variance in achievement. Students’ confidence in math contributed almost the highest amount of variance, and the early numeracy tasks, absenteeism in school, parents’ highest education level, parents’ highest occupation level, early numeric activities before school explained small amounts of variance in students’ math achievement in the schools of all locations.

This study aims to determine level of pre-service teachers’ classroom management anxiety and variables predicting classroom management anxiety. The study is designed following relational screening model. Research study group consists of 468 high school students. Research data was collected via classroom management anxiety scale. Descriptive analyses, t-test and multivariate regression analyses were used to analyse data in this study. Classroom management anxieties of the education faculty students and the pedagogical training certificate program students were found to be at similar and low levels. It was identified in the study that classroom management, providing motivation, facing unexpected situations and management of hard groups dimensions varied significantly according to whether participants were students of education faculty or students of certification program; providing motivation and professional competence varied significantly according to participants’ bachelor’s degree programs. It was determined in the study that dimensions apart from establishing positive learning environment varied significantly according to gender; and perception of professional competence, providing motivation and management of difficult groups dimensions varied significantly according to whether participants had teaching experience. In addition, it was observed that bachelor’s degree program, experience and duration of experience together explained 18.00% of pre-service teachers’ classroom management anxiety.

Bu araştırma, ortaöğretimde öğrenci devamsızlığını, buna dönük okul uygulamalarını ve bu sorunun azaltılmasına yönelik önerilen politikaları saptamak amacıyla yapılmıştır. Araştırma, hem nicel hem de nitel araştırma yaklaşımına göre tasarlanmış karma bir çalışmadır. Araştırmada, 625 öğrenci ile 6 yönetici ve 5 rehber öğretmenden veri toplanmıştır. Araştırmanın verileri Özbaş (2010) tarafından geliştirilen "Devamsızlık Nedenleri Görüşme Ölçeği" ile yarı yapılandırılmış görüşme formu aracılığıyla elde edilmiştir. Nicel veriler betimleyici analizler ve çoklu regresyon analizi aracılığıyla çözümlenirken nitel veriler içerik analiziyle çözümlenmiştir.Araştırmada, devamsızlık nedenlerinin devamsızlık süresi üzerinde anlamlı yordayıcı olduğu, tüm nedenlerin birlikte devamsızlık süresindeki değişimin %22'sini açıkladığı anlaşılmıştır. Devamsızlığı azaltmak amacıyla okullarda mevzuatta belirtilenlerin yanı sıra çok farklı uygulamalara yer verildiği, ancak uygulanılan bu stratejilerin katılımcılarca çok etkili bulunmadığı anlaşılmıştır. Devamsızlık nedenlerini ortadan kaldıracak daha kapsamlı ve profesyonel uygulamalara ihtiyaç olduğu ve bu bağlamda katılımcıların; okulları cazibe merkezi haline getirme, müfredatın hafifletilmesi ve ders saatlerinin azaltılması, okul programları ile merkezi sınav uyumluğunun artırılması, ortaöğretimde alan seçiminin daha erkene alınması ve devamsızlıkla alışkanlık haline gelmeden mücadele edilmesi gibi önerilerde bulundukları anlaşılmıştır.

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