The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers

Abstract

This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.

Teachers Confidence of Classroom Assessment Practices: A Case of Basic Schools in Upper Denkyira West District, Ghana

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Shaping Better Futures: Inside-Out Colombian English Language Teachers’ Gaps and Practices

“…Several authors agree that classroom management skills represent an effective learning environment (Çakmak, 2019;Marashi & Assgar, 2019;Şanlı, 2019). Through classroom management, teachers tailor the space and conditions in the classroom, monitoring the students' behavior and encouraging them to get involved in the classroom activities (Baş, 2019), as well as negotiating classroom rules with the students (Şanlı, 2019).…”

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