Okul öncesi öğretmenlerinin yaratıcı düşünme eğilimleri ve sınıf yönetimleri

Zembat, Rengin; Yılmaz, Hilal; Küsmüş, Gülşen Ilçi

doi:10.14527/9786052412480.05

Cited by 7 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In his research on classroom teachers, Erol (2006) revealed that classroom management skills of the teachers with a large class size were also high, which supports the result of the current research. Similarly, the result indicating that "the classroom management skills of the teachers with higher class sizes are higher" is consistent with the findings of Yalçınkaya and Tombul (2002), Sirkeci (2010), andZembat et al (2018). However, some studies (Adıgüzel, 2016;Denizel-Güven, & Cevher 2005;Durğun, 2010;Ekici et al, 2017;Metin et al, 2017;Toran & Gençgel-Akkuş, 2016) reported that class size did not make a significant difference.…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 88%

“…The study of Zembat, Küsmüş, and Yılmaz (2018) on preschool teachers' creative thinking dispositions and classroom management, conducted with 199 preschool teachers, found that the averages of classroom management skills of the teachers who were older than 36 years were high. In a similar study by Dinçer and Akgün (2015), preschool teachers' classroom management skills were analyzed by some variables and found that the highest skill perception level was observed among teachers in the 35-39 years age group and those older than 40 years.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

“…Ekici et al (2017) reported that classroom management skills of preschool teachers with a seniority of at least 10 years were higher. 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).…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

See 2 more Smart Citations

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: Discussion Conclusion and Suggestionssupporting

confidence: 88%

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

See 1 more Smart Citation

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

“…There was no statistically significant difference between the individual organizational creativity scores of preschool teachers depending on the number of children in their classes, professional seniority and weekly working hours. Looking at the creativity of preschool teachers from an individual perspective, the study by Zembat, İlçi Küsmüş and Yılmaz (2018) also showed that teachers' creative thinking tendencies did not change according to the number of children in their classrooms. A study by Nartgun and Demirer (2015) also found that the organizational creativity of administrators does not differ depending on professional seniority.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

An Investigation of the Relationship Between Preschool Teachers’ Individual and Administrative Creativity and Job Satisfaction

Güven¹,

Akay²,

Öcal³

2021

Preprint

View full text Add to dashboard Cite

The creativity skills of individuals have started to gain importance in adapting to today's changing conditions. In this context, teachers need to transfer their individual creativity to the organizational environment. In order to do this, they need to provide personal pleasure and satisfaction from their work. The main aim of this study is to examine the relationship between preschool teachers' individual and administrative creativity and job satisfaction. The study, which is designed as relational survey model, was carried out with 173 preschool teachers. The data obtained from Personal Information Form, Organizational Creativity Scale and Job Satisfaction Scale. As a result of the research, the organizational creativity scores of preschool teachers in the dimension of individual creativity showed a significant difference according to the type of institution, and no difference was found according to the status of wanting to do a different profession, the number of students in the class, professional seniority and weekly working hours. There was a difference in the administrative creativity of teachers according to the type of institution, their willingness to do a different profession and the number of students in the classroom, while professional seniority and weekly working hours make no difference. There was a difference among teachers' job satisfaction scores according to the type of institution, their willingness to do a different profession, and the number of children in the classroom, but not according to professional seniority and weekly working hours. According to the result of the research it can be claimed that as the organizational creativity scores of preschool teachers in individual and administrative dimensions increased, their job satisfaction increased too. It was suggested that conditions improving organizational creativity and job satisfactions of preschool teachers should be given place in schools.

show abstract

“…As can be seen, educational administrators or administrators in general need to do some work to deal with this issue. When the related literature was examined the situation of "the administrator's excessive distance from teachers" has been identified as a cause of conflict between teachers and administrators in Türkiye as well [27]. Administrators stated that they perceive themselves not as colleagues or friends of teachers, but as a person in charge of teachers.…”

Section: Discussionmentioning

confidence: 99%

Causes of conflicts between teachers and school administrators in schools according to the teachers’ pеrspective

Mukazhanova,

Nagymzhanova

2024

bulpedpsenu

View full text Add to dashboard Cite

Conflict is a condition that defines a social life. Conflicts and disagreements can arise as a result of differences in values, beliefs, personalities, goals and perceptions of individuals. In an educational organization it is common to have conflicts between teachers and administrators for various reasons. However, it is essential for both parties to cooperate, interact and work together in order to prevent or resolve conflict situations that have arisen. The purpose of the study is to try to determine the causes of conflicts between teachers and school administrators according to the teachers' perceptions. The participants of the research consisted of 30 schools from the city of Ust-Kamenogorsk, Kazakhstan, including Kazakh, Russian and Kazakh-Russian mixed schools all over the city, and 432 teachers who worked in these schools during the academic year 2019-2020. The data were collected using “Personal Information Form” and the “Reasons of Conflict Questionnaire”. The arithmetic means and standard deviation of the organizational conflict questionnaire determined the results of the study. The results of the study revealed, according to the teachers’ perspective the items that “mostly” causes conflicts in schools are the following: “Too much paperwork”, “The administrator keeps teachers under constant and tight control”, “The administrator interferences in teacher's private life”, “The administrator punishes failure rather than rewarding success”, “Differences in perception”, “The administrator is too distant from teachers”, “The administrator pretends to consult teachers when he/she makes the decision”, “The administrator looks down on teachers”, “The administrator neglects his/her responsibilities due to professional incompetence”, “The administrator’s favoritism policy”, “The parties have different views on the management methods”, “The administrator trusts only close people to him/her at school”, “The administrator always uses only written communication type”. As a result, it was concluded that Ust-Kamenogorsk has an unsatisfactory school environment which must be eliminated.

show abstract

Okul öncesi öğretmenlerinin yaratıcı düşünme eğilimleri ve sınıf yönetimleri

Cited by 7 publications

References 0 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

An Investigation of the Relationship Between Preschool Teachers’ Individual and Administrative Creativity and Job Satisfaction

Causes of conflicts between teachers and school administrators in schools according to the teachers’ pеrspective

Contact Info

Product

Resources

About