The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir)

Year 2018, , 639 - 652, 15.07.2018

İlhami Bulut , Selcuk Topdemir

https://doi.org/10.12973/eu-jer.7.3.639

Abstract

This study aims to evaluate elementary school math
teachers' self-efficacy beliefs about classroom management. With the aim of
investigating elementary school math teachers' self-efficacy beliefs about
classroom management, a classroom management self-efficacy scale was
developed.  The 5 point likert scale is composed of 46 items. The scale
was applied to 142 math teachers working at elementary schools in Diyarbakir
central district. Data were analyzed in terms of gender, seniority, classroom
population and weekly course load. To analyze the data, t-test, one way
variance analysis (ANOVA), Scheffe and LSD tests were used. The results showed
that the math teachers have a positive self-efficacy belief of classroom
management and that male teachers are better at maintaining discipline in
class. In addition, the research shows that teachers with more experience are better at course design and classroom management and that classroom population has an effect on math teachers' self-efficacy beliefs about classroom management.

Keywords

Math teachers, classroom management, self-efficacy belief

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