Pre-school teachers' classroom management competency and the factors affecting their understanding of discipline

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dc.contributor.authorBüyüktaşkapu, Sema Soydan
dc.contributor.authorAlakoç, Devlet Pirpir
dc.contributor.authorÖztürk, Ayşe Samur
dc.contributor.authorAngın, Duriye Esra
dc.date.accessioned2020-03-26T19:55:18Z
dc.date.available2020-03-26T19:55:18Z
dc.date.issued2018
dc.departmentSelçuk Üniversitesi, Sağlık Bilimleri Fakültesi, Çocuk Gelişimi Bölümü en_US
dc.description.abstractPurpose: 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 studentteacher 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. (c) 2018 Ani Publishing Ltd. All rights reserveden_US
dc.identifier.citationBuyuktaskapu, S. S., Alakoc, D. P., Ozturk, A. S., Angin, D. E. (2018). Pre-School Teachers' Classroom Management Competency and The Factors Affecting Their Understanding of Discipline. Eurasian Journal of Educational Research, (73), 149-171.
dc.identifier.doi10.14689/ejer.2018.73.9en_US
dc.identifier.endpage171en_US
dc.identifier.issn1302-597Xen_US
dc.identifier.issue73en_US
dc.identifier.pmid#YOKen_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage149en_US
dc.identifier.urihttps://dx.doi.org/10.14689/ejer.2018.73.9
dc.identifier.urihttps://hdl.handle.net/20.500.12395/36887
dc.identifier.wosWOS:000429191500009en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorAlakoc, Devlet Pirpir
dc.language.isoenen_US
dc.publisherANI YAYINCILIKen_US
dc.relation.ispartofEurasian Journal of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectPreschool Classroom managementen_US
dc.subjectstudent-teacher relationshipen_US
dc.subjectinterpersonal problem-solving skillsen_US
dc.subjectliking of childrenen_US
dc.titlePre-school teachers' classroom management competency and the factors affecting their understanding of disciplineen_US
dc.typeArticleen_US

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