MATH AND SCIENCE TEACHERS` AUTONOMY SUPPORT PERCEPTIONS AND THEIR CLASSROOM MANAGEMENT STYLES

Year 2014, Volume: 9 Issue: 3, 311 - 320, 01.04.2014

Erol Güvenç Hülya Güvenç

Abstract

The purpose of this research is to investigate the autonomy support and teachers` classroom management styles vary in terms of their subject matter and experience. The research was conducted on 178 math and science teachers. The data were collected with Teacher Autonomy Support Scale and Turkish version of Attitudes and Beliefs on Classroom Control (ABCC) Inventory. The findings have discerned that teachers` autonomy support is at medium level and teachers had interventionist orientations on instructional management dimension and most of them had nonintervionist orientations on people management dimension. And also teachers who had interactionalist orientations are more autonomy supportive than others.

Keywords

Academic Achievement, Perception of Responsibility, Teacher`s Efficacy, Classroom Management Style, Teacher Education,

İLKÖĞRETİM MATEMATİK İLE FEN VE TEKNOLOJİ ÖĞRETMENLERİNİN SINIF YÖNETİM BİÇEMLERİ VE ÖZERKLİK DESTEĞİ ALGILARI

Abstract

Bu araştırmanın amacı branş ve kıdeme göre öğretmenlerin sınıf yönetim biçemleri ve özerklik desteği algılarını incelemektir. Araştırma 178 matematik, fen ve teknoloji öğretmeninin katılımıyla gerçekleştirilmiştir. Araştırmada veri toplama amacıyla Öğretmen Özerklik Desteği ve Sınıf Yönetimine Yönelik Tutum ve İnanç ölçekleri kullanılmıştır. Araştırma sonucunda öğretmenlerin özerklik desteğinin orta düzeyde olduğu, ders yönetiminde müdahaleci, insan yönetiminde müdahaleci olmayan biçemi benimsedikleri belirlenmiştir. Ayrıca etkileşimci öğretmenlerin öğrenci özerkliğini daha fazla destekleridikleri bulunmuştur

Keywords

Akademik Başarı, Sorumluluk Algısı, Öğretmen Yeterlilik Algısı, Sınıf Yönetim Biçemi, Öğretmen Eğitimi,

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