You are here

Home » Content

İlköğretim Fen ve Teknoloji, Matematik Öğretmenlerinin Eğitime ve Sınıf Yönetimine İlişkin İnançları Arasındaki İlişki

Primary School Science and Mathematic Teachers' Beliefs in terms of the Relationship between Education and Classroom Management

Journal Name:

  • Pegem Eğitim ve Öğretim Dergisi

Publication Year:

  • 2011

Key Words:

Keywords (Original Language):

Author Name
Abstract (2. Language): 
The purpose of this study was to determine if there were a significant relationship between teachers' beliefs related to education and classroom management. For this purpose Educational Beliefs Inventory which was developed by Okut (2009), Attitudes and Beliefs on Classroom Control Inventory which was developed by Martin, Yin and Baldwin (1998) and adapted to Turkish by Savran (2002) were used to gather data. Inventories were administered to 289 teachers. (126 Science teachers, 163 mathematics teachers). Data were analyzed by utilizing descriptive statistics, Chi-Square Test, One-Way Anova Test, t-test, Pearson Product-Moment Correlation Coefficient and Kruskal Wallis H-Test. Results revealed that 10 % of teachers were classified as transmissive, 37 % of teachers were classified as eclectic and 53 % of teachers appeared to have progressive educational beliefs. Teachers had interventionist beliefs on the Instructional Management subscale, whereas they had non-interventionist beliefs on the People Management subscale. Significant relationship was found between teachers' beliefs related to education and classroom management. Teachers who were interventionist also tended to be transmissive. Similarly teachers who were non-interventionist also tended to be progressive.
Bookmark/Search this post with
Abstract (Original Language): 
Bu araştırma ilköğretim okullarında görevli fen ve teknoloji, matematik öğretmenlerinin eğitime ve sınıf yönetimine ilişkin inançları arasında bir ilişki olup olmadığını belirlemek üzere yapılmıştır. Bu amaçla veri toplama araçları olarak Okut (2009) tarafından geliştirilen "Eğitime İlişkin İnanç Ölçeği" ve Martin, Yin ve Baldwin (1998) tarafından geliştirilen, Türkçeye uyarlaması Savran (2002) tarafından yapılan "Sınıf Yönetimine Yönelik Tutum ve İnanç Ölçeği" kullanılmıştır. Ölçek, ilköğretim okullarında görevli 289 öğretmene (126 fen teknoloji öğretmeni, 163 matematik öğretmeni) uygulanmıştır. Elde edilen verilerin analizinde betimsel istatistik, Kay-Kare Testi, Tek Yönlü Varyans Analizi (ANOVA) Testi, t-testi, Pearson Momentler Çarpım Korelasyon Testi, Kruskal Wallis H- Testi kullanılmıştır. Araştırma sonuçları öğretmenlerin % 10'unun aktarmacı, % 37'sinin eklektik, % 53'ünün ilerlemeci inancı benimsediklerini göstermiştir. Ayrıca öğretmenlerin, sınıf yönetiminin öğretimin yönetimi alt boyutunda müdahaleci inanca, insanın yönetimi alt boyutunda ise müdahaleci olmayan inanca sahip oldukları bulunmuştur. Öğretmenlerin eğitime ve sınıf yönetimine yönelik inançları arasında anlamlı bir ilişki vardır. Müdahaleci inanca sahip öğretmenlerin aktarmacılığa, müdahaleci olmayan öğretmenlerin ise ilerlemeciliğe eğilimli oldukları bulunmuştur.
FULL TEXT (PDF): 
PDF icon arastirmax-ilkogretim-fen-teknoloji-matematik-ogretmenlerinin-egitime-sinif-yonetimine-iliskin-inanclari-arasindaki-iliski.pdf
  • 4
39-51
  • Turkish

REFERENCES

References: 

Akbaba, S.,
&
Altun, A.
(1998)
. Teachers' reflections on classroom managemenet. Reports-Research, (143). ERIC 425148
Ang, R. P. (2005). Development and validation of the teacher-student relationship inventory using explaratory and confirmatory factor analysis. The
Journal of Experimental Education, 74(1), 55-73.
Beswick, K. (2006). The importance of teachers' beliefs. amt.62 (4).
Brophy, J. E. (1996). Teaching problem students. New York: Guilford.
Canter, L., & Canter, M. (2001). Assertive discipline positive behavior management for todays' classroom. Third Edition. Los Angeles, CA: Canter & Associates.
Dooley, C. J. (1997). Examining congruence between beginning teachers' practice and beliefs (Yayımlanmamış doktora tezi). The University of Iowa. ProQuest Information and Learning
Company. UMI Number: 9819931.
Pegem
Eğiti
m ve Öğretim Dergisi / 2011 Cilt: 1, Sayı: 4
50
Leven
t OKUT
Edwards, C. (2003). Educational beliefs as a predictor of communicative and classroom outcomes (Yayımlanmamış doktora tezi). Texas Tech University. ProQuest Information and Learning
Company. UMI Number: 3100190.
Ekinci, E. (2007). Eğitimin ekonomik temelleri. Eğitim bilimine giriş. (Editörler: Özcan Demirel ve Zeki Kaya). 2. Baskı. Ankara: Pegem A.
Erden, F., & Wolfgang, C. H. (2004). En exploration of the differences in prekindergarten, kindergarten and first grade teachers' beliefs related to discipline when dealing with male and female students. Early Child Development and Care, 174(1), 3-11.
Erişen, Y. (2007). Eğitimin felsefi temelleri. Eğitim bilimine giriş. (Editör: Emin Karip). 1. Baskı. Ankara: Pegem A.
Garrett, T. (2005). Student and teacher centered classroom management: A case study of three teachers' beliefs and practices. Yayımlanmamış Doktora Tezi. The State University of New Jersey. ProQuest Information and Learning Company. UMI
Number: 3170999.
Glickman, C., & Tamashiro, R. (1980). Clarifying teachers' beliefs about discipline. Educational Leadership, 37(6), 459-464.
Hatala, R. L. (2002). Understanding the relationship between undergraduate college of education prefessors' beliefs about student learning and teeaching and their classroom practices (Yayımlanmamış doktora tezi). The Ohio State University. ProQuest Information and Learning Company. UMI Number: 3041641.
Heilman, E. E. (1998). The democracy of the imagination, the culture and the school: A study of teachers' beliefs (Yayımlanmamış doktora tezi). Indiana University. ProQuest Information and Learning Company. UMI
Number: 9907338.
Ladner, M. C. D. (2009). Classroom management: Teacher training, attitudes and beliefs, and intervention practices (Yayımlanmamış doktora tezi). The University of Southern Mississippi, Southern Mississippi.
Lanoue, P. D. (2009). The effect of professional development in perceptual control theory on administrator and teacher beliefs about classroom management (Yayımlanmamış doktora tezi). Mercer University, Atlanta.
Martin, N. K., & Yin, Z. (1997). Attitudes and beliefs regarding classroom management style: Differences between male and female teachers. Paper presented at the Annual Conference of the Southwest Educational Research Association, Austin, TX., January.
Martin, N. K., Yin, Z., & Baldwin, B. (1998). Construct validation of the attitudes and beliefs on classroom control theory. Journal of Classroom Interaction,
33(2), 6-15.
Martin, N. K., & Yin, Z. (1999). Beliefs regarding classroom management style: Differences between urban and rural secondary level teachers. Journal of Research in Rural Education, 15(2), 101-105.
Martin, N. K., & Shoho, A. (2000). Teacher experience, training, and age: The influence of teacher characteristics on classroom management style.
Paper presented at the Annual Meeting of the Southwest Educational Research Association, Dallas, TX.
Martin, N. K., Yin, Z., & Mayall, H. (2006). Classroom
management training, teaching experience and gender: Do these variables impact teachers' attitudes and beliefs toward classroom management style.
Paper presented at the Annual Conference of the Southwest Educational Research Association, Austin, TX., February.
Marzano, R. (2003). Classroom management that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R., & Marzano, J. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
McCollum, L. E. (2004). A psychometric investigation of the witcher-travers survey of educational Beliefs (Yayımlanmamış doktora tezi). Seattle Pacific University. ProQuest Information and Learning
Company. UMI Number: 3188689.
McEwan, E. K. (2003). 7 steps to effective instructional leadership. Second Edition. California, Corwin Press Inc.
Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E., & James, T. L. (2001). Trends in teacher candidates' educational beliefs. Paper presented at the annual meeting of Mid South Educational Research Association. ED 461 648
Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E., & James, T. L. (2002). Preservice teachers' educational beliefs and their perceptions of characteristics of effective teachers. The Journal of Educational
Research, 96(2), 116-127.
Mistades, M. V. (2006). High school physics teachers' attitudes and beliefs about physics and learning physics. Journal of Research in Science, Computing and Engineering (JRSCE), 3(3).
Moseman, C. G. (2000). Primary teachers' beliefs regarding family competence for providing input to help meet childrens' educational needs. Paper Presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA, April.ED 440 752.
Pegem Eğitim ve Öğretim Dergisi / 2011 Cilt: 1, Sayı: 4
Öğretmenlerin Eğitim ve Sınıf Yönetimine İlişkin İnançları 51
Murphy, P., Delli, L., & Edwards, M. (2004). The good
teacher and good teaching: Comparing beliefs of second-grade students, preservice teachers, and inservice teachers. The Journal of Experimental Education, 72(2), 69-92.
Onwuegbuzie, A. J., Witcher, A. E., Filer, J., & Downing, J. (2000). Factors associated with teachers' beliefs on discipline. Paper presented at the Annual Meeting of the Midsouth Educational Research Association, Lexington, November.
Okut, L. (2009). İlköğretim okulu öğretmenlerinin eğitime ilişkin inançları ile etkili öğretmen özellik ve davranışlarına sahip olma dereceleri arasında ilişki (Yayımlanmamış doktora tezi). Ankara Üniversitesi, Ankara.
Öztürk, F. (2002). Eğitimin felsefi temelleri. Öğretmenlik mesleğine giriş. (Editör: Yüksel Özden). 1. Baskı. Ankara: Pegem A.
Parker, D. (2002). Classroom management styles: Differences in beliefs among traditionally-licensed and alternatively-licensed teachers
(Yayımlanmamış doktora tezi). The University of Southern Mississippi, Southern Mississippi.
Ratzburg, S. A. (2010). Classroom management and students' perceptions of classroom climate (Yayımlanmamış doktora tezi). Walden University.
Ritter, J. T., & Hancock, D. R. (2007). Exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers. Teaching and Teacher Education, 23, 1206-1216.
Savran, A. (2002). Pre-service science teachers' efficacy beliefs regarding science teaching and their classroom management beliefs (Yayımlanmamış yüksek lisans tezi). Ortadoğu Teknik Üniversitesi, Ankara.
Savran, A.,
&
Çakıroğlu, J.
(2004)
. Preservice science teachers' orientations to classroom management.
Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,
26, 124-130.
Sementi, G. L. (2000). Elementary school principals' perceptions of the personal, professional and affective attributes that discriminate between effective and ineffective elementary teachers (Yayımlanmamış doktora tezi). University of Idaho.
Storm, M. D. (2004). Beginning and experienced teachers' beliefs about students, teaching, and learning (Yayımlanmamış doktora tezi). University of Virginia. ProQuest Information and Learning Company. UMI Number: 3131431.
Şişman, M. (2007). Eğitim bilimine giriş (3. Baskı). Ankara: Pegem A.
Tamir, P. (1991). Views and beliefs of Israeli preservice teachers on teaching and learning.
Journal
of Educational Research, 84(4).
Taylor, C. D. (2009). Factors influencing classroom
management beliefs of grades 9-12 Arkansas teachers (Yayımlanmamış doktora tezi). University of Louisiana, Monroe.
Theuer, K. A. (2003). On the road to becoming: Exemplary teachers' perceptions of their development (Yayımlanmamış doktora tezi). University of the Pacific Stockton, California. ProQuest Information and Learning Company.
UMI Number: 3112551.
Topses, G. (2006). Eğitimin felsefi temelleri. Eğitim bilimine giriş. 6. Baskı. Ankara: Nobel.
Turan, S. (2007). Sınıf yönetimi. (Ed. Mehmet Şişman ve Selahattin Turan) 5. Baskı. Ankara: Öğreti.
Ünal,
Z.
, & Ünal, A. (2009). Comparing beginning and experienced teachers' perceptions of classroom management beliefs and practices in elementary schools in Turkey. The Educational Forum, 73(3),
256-270.
Witcher, A. (1993). A Study of the degree of progressivism among Arkansas public school superintendents: Implications for educational reform (Yayımlanmamış doktora tezi). University of Arkansas. ProQuest Information and Learning Company. UMI Number: 9334141.
Witcher, A. E., Onwuegbuzie, A. J., Collins, K. M. T., Minor, L. C., & James, T. L. (2002). The
realationship between teacher candidates' beliefs about education and discipline orientation. Paper presented at the Annual Meeting of Midsouth Educational Research Association, Chattanooga, TN, November.
Wolfgang, C. H. (1995). Solving discipline problems: Methods and models for todays' teachers (3rd ed.). Boston: Allyn & Bacon.
Wong, H., & Wong, R. (2005). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc.
Yılmaz,
H
. & Çavaş, P. (2008). The effect of the
teaching practice on pre-service elementary teachers' science teaching efficacy and classroom management beliefs. Eurasia Journal of Science & Technology Education, 4(1), 45-54.
Yılmaz,
K
. (2009). Pre-service science and mathematics teachers' classroom management styles. Asia-Pacific Forum on Science Learning and Teaching, 10(2), Article 6.

Thank you for copying data from http://www.arastirmax.com