Examination of Classroom Management Approaches of Social Studies Teachers

Autor/inn/en	Güleç, Selma; Durmus, Nazli
Titel	Examination of Classroom Management Approaches of Social Studies Teachers
Quelle	In: International Education Studies, 12 (2019) 11, S.139-147 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Social Studies; Classroom Techniques; Gender Differences; Status; Teaching Experience; Teacher Characteristics; Power Structure; Democracy; Turkey + Suchen Sie Ihr Suchwort? Ausland; Gemeinschaftskunde; Klassenführung; Geschlechterkonflikt; Demokratie; Türkei
Abstract	In this study, the views of social studies teachers about the autocratic, democratic and irrelevant classroom management approaches were examined. For this purpose, it was investigated whether the opinions of the social studies teachers about the classroom management approaches differed according to their gender and seniority. This research employed a descriptive research model. The sample of the study consisted of 83 teachers working in various schools in Bursa. In this study, the "teachers' understanding of classroom management survey" developed by Terzi and composed of two sections and a total of 38 items was used. The data of the study was analyzed in the SPSS program by using the significance level of 0.05. By using one-sample t-test in the pairwise comparisons, it was aimed to determine whether there was a difference between the teachers' classroom management understandings and their personal characteristics. In the comparison of more than two sets, one-way analysis of variance was applied. As a result of the study, no significant difference was found between the social studies teachers' classroom management approaches according to the variable of gender. The female and the male social studies teachers demonstrated their autocratic, democratic and irrelevant classroom management understandings at the same level. According to the variable of professional seniority, it was found out that the teachers with a professional seniority of between 16-20 years exhibited their democratic classroom management approaches at a higher level. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01