İlköğretim Matematik ve Fen ve Teknoloji Öğretmenlerinin Sınıf Yönetimine İlişkin İnançları

Year 2015, Volume: 3 Issue: 2, 117 - 125, 01.01.2015

Levent Okut Turgay Öntaş

Abstract

Bu araştırma ilköğretim okullarında görevli matematik ile fen ve teknoloji öğretmenlerinin sınıf yönetimine ilişkin inançlarını ve bu inançların cinsiyete, branşa, kıdeme ve mezun olunan okul türüne göre farklılaşıp farklılaşmadığını belirlemek üzere yapılmıştır. Bu amaçla veri toplama aracı olarak Martin, Yin ve Baldwin 1998 tarafından geliştirilen, Türkçe uyarlaması Savran 2002 tarafından yapılan Sınıf Yönetimine Yönelik Tutum ve İnanç Ölçeği kullanılmıştır. Ölçek, ilköğretim okullarında aktif olarak görev yapan 288 öğretmene 125 fen ve teknoloji öğretmeni, 163 matematik öğretmeni uygulanmıştır. Elde edilen verilerin analizinde betimsel istatistik, t-testi, Pearson Momentler Çarpım Korelasyon Testi, Kruskal Wallis H-Testi kullanılmıştır. Araştırmanın sonuçları, ilköğretim matematik ile fen ve teknoloji öğretmenlerinin sınıf yönetiminin dersin yönetimi alt boyutunda müdahaleci inanca, insanın yönetimi alt boyutunda ise müdahaleci olmayan inanca sahip olduklarını göstermiştir. Ayrıca öğretmenlerin sınıf yönetimine ilişkin inançlarında cinsiyet ve branşa göre istatistiksel olarak anlamlı fark bulunmamıştır. Öğretmenlerin sınıf yönetiminin öğretimin yönetimi alt boyutundaki inançlarında kıdeme ve mezun olunan okul türüne göre istatistiksel olarak anlamlı fark bulunmuştur

Keywords

Sınıf Yönetimi, Sınıf Yönetimine İlişkin İnançlar, Matematik, Fen ve Teknoloji Öğretmeni

Classroom Management Beliefs of Primary School Mathematics and Science Teachers

Abstract

The purpose of this study was to determine primary school science and mathematics teachers’ beliefs regarding classroom management. Additionally, differences in science and mathematics teachers’ classroom management beliefs by gender, field of study, experience and the last graduated school were examined. For these purposes, Attitudes and Beliefs on Classroom Control Inventory ABCC which was developed by Martin, Yin and Baldwin 1998 and adapted to Turkish by Savran 2002 was used to gather data. ABCC was administered to 288 teachers 125 science teachers, 163 mathematics teachers . Data were analyzed by utilizing descriptive statistics, t-test, Pearson Product-Moment Correlation Coefficient and Kruskal Wallis H-Test. Results revealed that science and mathematics teachers had interventionist beliefs on the Instructional management subscale, whereas they had non-interventionist beliefs on the People management subscale. There were no significant difference between primary science and mathematics teachers’ beliefs regarding classroom management in both instructional and people management dimensions according to gender and field of study. However results demonstrated that teachers’ beliefs related to classroom management were tended to change in the instructional management dimension according to years in profession and last graduated school

Keywords

Classroom Management, Classroom Management Beliefs, Mathematics and Science Teacher

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