Pre-School Teachers' Classroom Management Competency and the Factors Affecting Their Understanding of Discipline

Autor/inn/en	Buyuktaskapu Soydan, Sema; Alakoc, Pirpir; Ozturk Samur, Ayse; Angin, Duriye Esra
Titel	Pre-School Teachers' Classroom Management Competency and the Factors Affecting Their Understanding of Discipline
Quelle	In: Eurasian Journal of Educational Research, (2018) 73, S.149-171 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Buyuktaskapu Soydan, Sema) ORCID (Alakoc, Pirpir) ORCID (Ozturk Samur, Ayse) ORCID (Angin, Duriye Esra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Foreign Countries; Preschool Teachers; Classroom Techniques; Teacher Competencies; Teacher Student Relationship; Problem Solving; Teacher Attitudes; Correlation; Measures (Individuals); Pedagogical Content Knowledge; Faculty Development; Seminars; Statistical Analysis; Rating Scales; Multiple Regression Analysis; Turkey; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Klassenführung; Lehrkunst; Teacher student relationships; Lehrer-Schüler-Beziehung; Problemlösen; Lehrerverhalten; Korrelation; Messdaten; Pädagogische Kompetenz; Seminar; Statistische Analyse; Rating-Skala; Türkei
Abstract	Purpose: This research was carried out to determine the classroom management competency and the levels of perception of understanding of discipline among preschool teachers, the effect of their classroom management competency and understanding of discipline on child-teacher relationship, the relationship between interpersonal problem-solving and liking of children, the student-teacher relationship and the predictive power of interpersonal problem-solving and liking of children in teachers' classroom management competency and understanding of discipline. Research Methods: The research was designed using single and correlational survey designs and the sample included 180 preschool teachers working at public and private preschools. Research data was collected using the "Scale of Classroom Management Competency Levels", "Teacher's Understanding of Discipline Scale", "Interpersonal Problem-Solving Inventory", "Barnett Liking of Children Scale" and "Teacher-Student Relationship Scale". Findings: The results revealed that 81% of the teachers need to be supported in terms of classroom management and 55% of them in terms of understanding of discipline. The results showed that professional seniority, negative attitude towards problems and liking of children are the variables that predict strict/over-controlling understanding of discipline, and the constructive problem solving and the discipline based on understanding of equity are the variables that predict their classroom management competency. Implications for Research and Practice: Teachers' development about interpersonal problem-solving skills must be supported as well as their pedagogical knowledge about classroom management. It is suggested that teachers' classroom management competencies should be increased and their understanding of discipline should be developed via education seminars. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01