Okul Öncesi Öğretmenlerinin Sınıf Yönetimi Becerileri ile Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi

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

“…However, Ekici et al (2017) reported that teachers did not differ in classroom management skills by the type of school they work in. Zembat et al (2017) concluded that the classroom management skills of the teachers working in kindergarten were higher than those of the preschool teachers working in primary schools, which is contrary to the research findings. The fact that the studies indicated different results showed that although the school type is an effective factor on both self-efficacy perceptions and class management skills of the teachers, its effect on the teacher may vary by the sample.…”

“…No difference was observed by type of school graduated from. Similarly, Nur (2012), Turla et al (2001), andZembat et al (2017) reported that classroom management skills of preschool teachers did not differ by the type of school graduated from. Conversely, Dinçer and Akgün (2015) reported that preschool teachers who graduated from formal education had higher class management skills than the ones who graduated from open education.…”

“…Zembat et al (2018) stated that there is an increase in the classroom management skills of preschool teachers as their seniority increases, and this was explained with the increase in classroom management skills occurring because of the increase in teachers' experiences and practices with time spent in the profession. Similarly, although there are studies indicating a positive relationship between professional seniority and classroom management skills (Erol, 2006;İlgar, 2007;İlhan, 2011;Korkut, 2009;Özgün, 2008;Yeşilyurt & Çankaya, 2008), some studies have concluded that there is no significant relationship between seniority and classroom management skills (Akkaya, 2011;Adiguzel, 2016;Cevher, 2005;Denizel Güven & Durğun, 2010;Keleş, 2013;Nur, 2012;Turla, Şahin, & Avcı, 2001;Yılmaz & Aydın, 2015;Zembat et al, 2017). Gezgin (2009) found that the increase in the teachers' seniority affected classroom management skills negatively.…”

“…Previous studies examined teachers' self-efficacy belief levels by some variables (Guo et al, 2010;Gömleksiz & Serhatlıoğlu, 2013;Kadim, 2013;Şenol & Ergün, 2015;Yılmaz et al, 2016;Gökmen et al, 2016). Similarly, some studies revealed that many variables affected the classroom management skills of preschool teachers (Filcheck, Mcneil, Greco, & Bernard, 2004;Denizel Guven & Cevher, 2005;Gezgin, 2009;Tal, 2010;Akgün et al, 2011;Carlson, Tiret, Bender, & Benson, 2011;Nur, 2012;Yeşilay Daşıran, 2013;Keles, 2013;Degol & Bachman, 2015;Dinçer & Akgün 2015;Adıgüzel, 2016;Toran & Gençgel Akkuş, 2016;Zembat, Tunçeli, & Akşin Yavuz, 2017;Sadık & Dikici Sığırtmaç, 2016;Aküzüm & Altunhan, 2017;Metin, Aydoğan, Kavak, & Mercan, 2017;Ekici, Günhan, & Anılan, 2017;Şahin-Sak, Sak, & Tezel-Şahin, 2018).…”

Ortaöğreti̇mde Görev Yapan Öğretmenleri̇n Sinif Yöneti̇mi̇ Kaygi Düzeyleri̇ni̇n İncelenmesi̇

“…Kadın öğretmenlerin sınıf yönetiminde toplam kaygı puanları anlamlı olarak erkek öğretmenlerden düşük olmuş, Mesleki Yeterlik, Motivasyonu Sağlama, Beklenmedik Durumlarla Karşılaşma ve Zor Grupların Yönetimi boyutlarında bu fark anlamlı olmuştur. İlgili literatürde kadın öğretmenlerin sınıf yönetimi konusundaki yeterlik algılarının erkek öğretmenlerden daha olumlu olduğunu gösteren birçok çalışma bulunmaktadır (Erol, 2006;Yalçınkaya ve Tonbul, 2002;Zembat, Tunçeli ve Yavuz, 2017). Bunun bir nedeni kadınların kendilerini öğretmenlik mesleğine daha yakın bulmaları olabileceği gibi (Özdemir, Tulumcu ve İdi Tulumcu, 2019) öğrencilerin öğrenmesini en etkili şekilde sağlayacak koşulları yarattıklarını ve öğrencilere yardım etmek için gereğini yaptıklarını düşünmelerinden kaynaklanmış olabilir.…”