Does sense of efficacy predict classroom management skills? An analysis of the pre-school teacher’s professional competency

Toran, Mehmet

doi:10.1080/03004430.2017.1374258

Cited by 9 publications

(8 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Regarding the studies conducted in Turkey, only one study investigated the relationship between preschool teachers' self-efficacy belief levels and classroom management perception levels (Toran, 2019). It is thought that determining the relationship between self-efficacy belief and classroom management skill perception of preschool teachers will fill the gap in the field and contribute to the teacher training programs to increase the quality of preschool teachers.…”

Section: Introductionmentioning

confidence: 99%

Investigation of the Relationship Between Self-Efficacy Belief and Classroom Management Skills of Preschool Teachers with Other Variables

Bay¹

2020

iejee

View full text Add to dashboard Cite

This study aimed to determine preschool teachers' self-efficacy belief levels and their classroom management skills and to examine the relationship existing between them. The research, which was designed according to the correlational survey model, was conducted on 274 preschool teachers. Descriptive statistics, inferential statistics, and correlational statistics were used to analyze the data collected via the "Self-Efficacy Belief Scale of Pre-Service Teachers" and "Classroom Management Skills Scale for Pre-Service Teachers". The findings of the study revealed that preschool teachers' self-efficacy belief levels and classroom management skills were high, and affected by teachers' age, seniority, type of school, and the number of children in the class. In addition, the findings of the study revealed that there were positive, moderate, and strong relationships between preschool teachers' self-efficacy and professional skills and classroom management skills. The moderate positive relationship between teachers' self-efficacy belief and classroom management skills showed that the qualities achieved in these two areas affected each other.

show abstract

Section: Introductionmentioning

confidence: 99%

Investigation of the Relationship Between Self-Efficacy Belief and Classroom Management Skills of Preschool Teachers with Other Variables

Bay¹

2020

iejee

View full text Add to dashboard Cite

show abstract

“…Türkiye'de yapılan diğer çalışmalarda da kurumların genel olarak program, çalışan, denetim, yönetim, bütçe hizmetleri ve fiziksel koşulların yetersizliği gibi konularda sorunlar yaşadıkları görülmektedir. Yine bu sorunların başında özellikle fiziksel koşulların yetersizliği, yöneticilerin ve öğretmenlerin mesleki yetersizlikleri gelmektedir (Balaban, 2017;Toran, 2019). Bu konular hakkında yapılmış olan yurtdışı çalışmalar da bulunmaktadır (Alvestad ve diğerleri, 2014;Bullough, Hall-Kenyon ve Mackay, 2012;Hui, 2012;Ugaste ve Niikko, 2015).…”

unclassified

Öğretmenlerin Mesleki Sorun Tanımları: Okul Öncesi Öğretmenleri Bağlamında Bir Değerlendirme

Başturan

Görgü

2020

YED

View full text Add to dashboard Cite

Araştırmanın amacı devlet ve özel okul öncesi eğitim kurumlarında görev yapan öğretmenlerin mesleki sorun tanımlarını incelemektir. Çalışma grubu, 2017-2018 eğitim-öğretim yılında İstanbul ili Anadolu Yakası’nda devlet ve özel okul öncesi eğitim kurumlarında devlet ve özel okul öncesi eğitim kurumlarında görev yapmakta olan, kartopu örnekleme yoluyla seçilmiş 118 okul öncesi öğretmeninden oluşmuştur. Karma desenli olan bu çalışmanın veri toplama sürecinde araştırmacı tarafından geliştirilmiş olan okul öncesi öğretmenleri için “Demografik Bilgi Formu’’ ve yarı yapılandırılmış “Öğretmen Görüşme Formu” kullanılmıştır. Elde edilen bulgular içerik analizi, çapraz tablo ve ki kare yöntemiyle değerlendirilmiştir. Devlet ve özel kurumlarda görev yapan okul öncesi öğretmenlerin mesleki sorunlarının karşılaştırılması sonucunda; devlet okullarında görev yapan öğretmenlerin okul şartları, sınıf materyalleri, sınıf mevcutları ve mola ile ilgili daha yüksek düzeyde sorun belirttikleri, özel okullarda görev yapan öğretmenlerin ise, değersizlik, maaş, çalışma saatleri ile ilgili daha yüksek düzeyde sorun belirttikleri tespit edilmiştir.

show abstract

“…The preschool teachers stated that practices they realized facilitated the adaptation of the children to the process, they performed an effective classroom management, activities in class were transformed into non-monotone activities and evolved into a more amusing process, and the participation of the children was also at a high level. Previous research (Burchinal, Cryer, Clifford & Howes, 2002;Dunst, 2015;Honig & Hirallal, 1998;Toran, 2019;Vu et al, 2015;Williams, 2010) determined that in professional development programs, preschool teachers transformed themselves in a positive manner, this transformation also rapidly reflected to the quality inclass practices, and the professional satisfaction of teachers increased. In this study, on the other hand, it was highlighted that the preschool teachers noticed certain wrong practices they realized before the in-service training and by leaving such wrong practices, they realized more effective practices paying regard to the high benefit for children.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…According to researches carried out (Akay & Gürgür, 2018, Seçer, 2010Uşun & Cömert, 2003), the in-service training provided by the public sector cannot satisfy the expectations of preschool teachers in terms of increasing the professional competencies and are not planned according to the professional needs of preschool teachers. Moreover, it has also been revealed that preschool teachers need such a training which enriches particularly their pedagogical practices and which they can directly put into practice (Toran, 2019).…”

Section: Introductionmentioning

confidence: 99%

Supporting teachers’ professional development: Examining the opinions of pre-school teachers attending courses in an undergraduate program

Toran

Güder

2020

pegegog

Self Cite

View full text Add to dashboard Cite

This study aimed to determine the opinions of preschool teachers about courses they attended in a preschool undergraduate program in order to support their professional development. The case study, one of the qualitative research designs, was adopted in the study. Two sampling strategies, snowball and criterion sampling, were used for the determination of participants. 26 teachers from 6 different preschools voluntarily participated in the research. The data were collected through semi-structured interviews carried out in two steps; before and after participating in the courses in the preschool undergraduate program. Descriptive analysis was employed in the analysis of the data. Results revealed that preschool teachers put into practice in-service program outputs tailored to their needs and in line with their professional development needs and made suggestions so that in-service training programs to be designed for their professional development can be more effective. In conclusion, the preschool teachers were found to need alternative in-service training programs.

show abstract

Does sense of efficacy predict classroom management skills? An analysis of the pre-school teacher’s professional competency

Cited by 9 publications

References 32 publications

Investigation of the Relationship Between Self-Efficacy Belief and Classroom Management Skills of Preschool Teachers with Other Variables

Investigation of the Relationship Between Self-Efficacy Belief and Classroom Management Skills of Preschool Teachers with Other Variables

Öğretmenlerin Mesleki Sorun Tanımları: Okul Öncesi Öğretmenleri Bağlamında Bir Değerlendirme

Supporting teachers’ professional development: Examining the opinions of pre-school teachers attending courses in an undergraduate program

Contact Info

Product

Resources

About