Preschool Teachers’ Views on Classroom Management

Abstract

It is known that the educational life of the students who receive education in pre-school period is very important and this situation affects the character formation that will affect their lives in the following years. Within the scope of the study conducted to examine the opinions of preschool teachers on classroom management, a single case pattern intertwined among qualitative research methods was used. The data of the research, which is based on the opinions of 30 preschool teachers working in private and public schools in the 2018-2019 academic year, were obtained through semi-structured interview forms, and the findings were revealed with codes and anecdotes as a result of content analysis. These codes and anecdotes, under one theme and three sub-themes, show that preschool students respond positively to classroom management practices in the literature.

The Effects of Positive/Negative Teachers’ Behaviors Related to Classroom Management on Pre-Service Science Teachers

“…Moreover, recent studies about classroom management are focused on the research topics as follows: the teachers' effectiveness in classroom management (e.g. Shank & Santiague, 2022), the perceptions about classroom management (Çoban & Cizrelioğulları, 2021;Lewis et al, 2005;Yalçınkaya & Tonbul, 2002), the teachers' classroom management practices (Duman, Gelişli & Çetin, 2004;Shank & Santiague, 2022), the relationship between self-efficacy and classroom management (Shen, Cheng, & Lee, 2022), the teachers' classroom management strategies and differences (Ritter & Hancock, 2007), the effects of the classroom management strategies on students' behavior (Herman, Reinke, Dong, & Bradshaw, 2022), and the classroom management in technology based instruction (Lim, Pek & Chai, 2005).…”

Examination of the Relationship between Competencies of Candidate Teachers in Classroom Management and Teacher Efficacy

“… Are the competencies in classroom management a significant predictor of the teacher efficacy? As the literature on the relationship between the competencies in classroom management and teacher efficacy was examined, it was seen that Çoban and Cizrelioğulları (2021), Gordon (2001), Gynne and Persson (2018), Tschannen-Moran and Hoy (2002), Wolters and Daugherty (2007) and Aksu (2009) examined the relationship between teachers' efficacy perceptions and classroom management skills. Also, Henson (2001) and Hicks (2012) investigated the relationship between my teachers' classroom management skills and self-efficacy beliefs.…”