Temel eğitim öğretmenlerinin davranışsal-öğretimsel sınıf yönetim algıları ile yetkinlikleri arasındaki ilişkinin incelenmesi
Tez Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Kocaeli Üniversitesi, Sınıf Öğretmenliği A.B.D., Türkiye
Tez Danışmanı: Elif Çelebi Öncü
Tezin Onay Tarihi: 2017
Tezin Dili: Türkçe
Özet:
This research has studied the
relation between the behavioural-instructional classroom management
applications of the teachers employed at Basic Education according to their
perceptions and their efficacy. In addition, behavioural-instructional
classroom managements of the basic education teachers and their efficacy were
examined according to independent variables such as their departments, their
gender, and age, their length of service, educational background, student
population, and volunteering in-service trainings. 'Relational Screening
Model', one of the quantitative research models, was applied in this research.
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). 'Ohio Teacher-Efficacy
Scale' was applied to evaluate the efficiency of the teachers. This scale was
first improved by Tschannen-Moran ve Woolfolk-Hoy (2001) and it was adapted
into Turkish by Baloğlu and Karadağ (2008). 'The Scale of
Behavioural-Instructional Management' is made up of sub dimensions of
'Behavioural Management' and 'Instructional Management'. 'Ohio Teacher-Efficacy
Scale' is made up of sub dimensions of 'Behavioural Management', 'Motivation',
'Guidance', 'Teaching Skills', and 'Assessment and Evaluation'. The data was
collected from the participants online. The data of the research was analysed
with the SPSS package program. In the analysis of the data that was collected
in accordance with the problems and sub-problems which were found in the
research, ''arithmetic average and standard deviation'', ''independent samples
t-test'', ''one-way analysis of variance (ANOVA)'', '' LSD importance test'',
"correlation analysis" and ''multiple analysis regression'' were
used. It was found at the end of the research that there is an average and
positive significant relation between the sub dimension of 'Behavioural
Management in 'Behavioural-Instructional Management Scale' and all the sub
dimensions of 'Teacher Efficacy Scale'. However, a negatively significant but lower
relation was traced between 'Instructional Management' sub dimension of the
'Behavioural-Instructional Management Scale' and 'Guidance', 'Motivation' and
'Teaching Skills' sub dimensions of the 'Teacher Efficacy Scale'. No
significant difference was found between 'Instructional Management' and
'Behavioural Management' sub dimensions and 'Assessment and Evaluation' sub
dimensions. It was also found that the efficacy of the teachers and their
behavioural-instructional management perceptions are significant predictors at
a lower level.