International Journal of New Trends in Arts, Sports & Science Education
Yazarlar: Gözde ÖZENÇ İRA, Elif ÇELEBİ ÖNCÜ
Konular:
Anahtar Kelimeler:Basic education,Classroom management,Behavioral management,Instructional management
Özet: This research has studied the teachers employed at Basic Education according to their perceptions of their behavioural-instructional class management. In addition, their class management perceptions of the basic education teachers were examined according to independent variables such astheir gender, educational background, student population, and volunteering in-service trainings. Descriptive survey model was used in this study. The universe of the research consists of 2613 basic education teachers employed at independent nursery schools, kindergartens and primary schools in Izmit, Golcuk and Gebze in the province of Kocaeli. The sample of the research consists of 289 randomly chosen basic education teachers from the universe of the research. Simple Random Sampling was conducted to determine the sample of the research.As the data collecting tool of the research, ‘The Scale of Behavioural-Instructional Management’ was conducted to evaluate the behavioural and instructional class managements of the teachers. This scale was first improved by Martin and Sass (2010) and later it was adapted to Turkish by Akin et al.(2013).The data was collected from the participants online. The data of the research was analysed with the SPSS 18 program. In the analysis of the data, ‘‘arithmetic average and standard deviation’’, ‘‘independent samples t-test’’, ‘’one-way analysis of variance (ANOVA)’’ and ‘’LSD importance test’’ were used. It was found at the end of the research that the behavioural management perceptions of the basic education teachers were more interventionist than their instructional management. Instructional management perceptions of the basic education teachers were more interactionist. Instructional management perceptions of the teachers were a significant difference in terms of independent variables such as “their gender”, “their student population” and “volunteering in-service trainings”. However, the behavioural management perceptions of the teachers were a significant difference in terms of “their educational background.