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Pre-Service Preschool Teachers’ Self-Efficacy Beliefs about Classroom Management

Year 2015, Issue: 29, 101 - 120, 23.01.2015

Abstract

Teachers’ beliefs shape their decisions, and therefore have profound implications for the classroom. In particular, their beliefs related to their self-efficacy influence their own and their pupils’ performances. Another factor that strongly affects classroom processes is classroom management, and research shows that there is a relationship between teachers’ classroom-management skills and their self-efficacy beliefs. Accordingly, this study examines the self-efficacy beliefs of pre-service preschool teachers concerning their classroom-management skills. The purposefully selected sample consisted of 52 pre-service preschool teachers who had taken courses of Classroom Management, School Experience, and Practice Teaching-1, and data was collected using a semi-structured interview protocol developed by the researcher. For qualitative data analysis, the cutting and sorting technique was used. This identified four main themes of the respondents’ self-efficacy beliefs that related to classroom management: (1) organization of the physical environment, (2) designing and supervising of activities, (3) implementation of rules and (4) classroom management considered as a whole. The results indicated that 69.2% of the sampled pre-service teachers believed that they were efficient at organizing the physical environment of a preschool classroom, while 50% emphasized that they were efficient at planning and implementing instructional activities. Most participants (82.7%) also believed that they were efficient at implementing classroom rules effectively. However, when they considered classroom management as a whole, 51.9% of participants stated that they were only partially efficient.

References

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Berg, D. A. G., & Smith, L. F. (2014). Pre-service teachers’ efficacy beliefs and concerns in Malaysia, England and New Zealand. Issues in Educational Research, 24(1), 21-40.
  • Bergee, M. J. (2002). Direct and mediated experiences: Effects on classroom management self-efficacy. Journal of Music Teacher Education, 12(1), 33-37.
  • Bergman, P., McLaughlin, M., Bass, M., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change: Vol. VII. Factors affecting implementation and continuation. Santa Monica, CA: RAND. (ERIC Document Reproduction Service No. 140 432).
  • Bernard, H. R., & Ryan, G. W. (2010). Analyzing qualitative data: Systematic Approaches. Thousand Oaks, Calif: Sage.
  • Brouwers, A., & Tomic, W. (2000a). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
  • Brouwers, A., & Tomic, W. (2000b, August). Disruptive student behavior, perceived self-efficacy, and teacher burnout. Paper presented at the Annual Meeting of the American Psychological Association. ERIC Document Reproduction Service No. 450 120).
  • Carter, K., & Doyle, W. (2006). Classroom management in early childhood and elementary classrooms. In C. Evertson ve C. S. Weinstein (Eds.). Handbook of classroom management: Research, practice and contemporary issues (s. 373-406). Mahwah, N.J.: Lawrence Erlbaum Associates.
  • Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8.Washington DC: NAEYC.
  • Çetingöz, D. (2012). Okul öncesi eğitimi öğretmen adaylarının yaratıcı drama yöntemini kullanmaya yönelik özyeterlikleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 131-142.
  • Demirtaş, H., Cömert, M., & Özer, N. (2011). Öğretmen adaylarının özyeterlik inançları ve öğretmenlik mesleğine ilişkin tutumları. Eğitim ve Bilim, 36(159), 96-111.
  • Egyed, C. J., & Short, R. J. (2006). Teacher self-efficacy, burnout, experience and decision to refer a disruptive student. School Psychology International, 27, 462-474.
  • Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson ve C. S. Weinstein (Eds). Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Fallin, J., & Royse, D. (1994). Common problems of the new music teacher. Journal of Music Teacher Education, 4(1), 13-18.
  • Goddard, R., & Goddard, Y. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807-818.
  • Good, T. L., & Brophy, J. E. (1991). Looking in classrooms (5th ed.). New York, NY: Harper Collins.
  • Gömleksiz, M. N., & Serhatlıoğlu, B. (2013). Okul öncesi öğretmenlerinin öz-yeterlik inançlarına ilişkin görüşleri. Turkish Studies: International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(7), 201-221.
  • Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education, 17(7), 819-836.
  • Jackson, C., Simoncini, K., & Davidson, M. (2013). Classroom profiling training: Increasing preservice teachers’ confidence and knowledge of classroom management skills. Australian Journal of Teacher Education, 38(8), 30-46.
  • Kesicioğlu, O. S., & Güven, G. (2014). Okul öncesi öğretmen adaylarının özyeterlik düzeyleri ile problem çözme, empati ve iletişim becerileri arasındaki ilişkinin incelenmesi. Turkish Studies: International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(5), 1371-1383.
  • Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1), 29-63.
  • Levin, J., & Nolan, J. F. (2007). Principles of classroom management: A professional decision-making model. Boston: Pearson/Allyn and Bacon.
  • Lincoln, Y.S., & Guba, E. G., (1985). Naturalistic inquiry. London: Sage Publications.
  • Martin, N. K., & Sass, D. A. (2010). Construct validation of the Behaviour and Instructional Management Scale. Teaching and Teaching Education, 26, 1124- 1135.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
  • O’Neill, S., & Stephenson, J. (2012). Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences. Teaching and Teacher Education, 28, 535-545.
  • Özdemir, S. M. (2008). Sınıf öğretmeni adaylarının öğretim sürecine ilişkin öz-yeterlik inançlarının değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 54, 277-306.
  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-58.
  • Putman, S. M. (2012). Investigating teacher efficacy: Comparing preservice and inservice teachers with different levels of experience. Action in Teacher Education, 34(1), 26-40.
  • Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26, 1261-1268.
  • Rimm-Kaufman, S. E., & Sawyer, B. E. (2004). Primary grade teachers’ self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the “Responsive Classroom” approach. The Elementary School Journal, 104(4), 321-341.
  • Ross, J. A. (1995). Strategies for enhancing teachers’ beliefs in their effectiveness: Research on a school improvement hypothesis. Teachers College Record, 97, 227–251.
  • Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85-109.
  • Schmidt, W.H., & Kennedy, M.M. (1990). Teachers’ and teacher candidates’ beliefs about subject matter and about teaching responsibilities. East Lansing, MI. Michigan State University, National Center for Research on Teacher Education. (ERIC Document Reproduction Service No. ED 320 902).
  • Senemoğlu, N. (2012). Gelişim, öğrenme ve öğretim: Kavramdan uygulamaya. Ankara: Pegem Akademi.
  • Şenol-Ulu, F. B. (2012). Okul öncesi öğretmen adayları ile okul öncesi öğretmenlerinin öğretmenlik mesleğine yönelik özyeterlik inançlarının karşılaştırılması. Yayınlanmamış yüksek lisans tezi, Afyon Kocatepe Üniversitesi, Afyonkarahisar, Türkiye.
  • Tournaki, N., & Podell, D. M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21, 299-314.
  • Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Uysal, İ., & Kösemen, S. (2013). Öğretmen adaylarının genel öz-yeterlik inançlarının incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(2), 217-226.
  • Vartuli, S. (2005). Beliefs: The heart of teaching. YC Young Children, 60(5), 76-86.
  • Weinstein, C. S., & Novodvorsky, I. (2011). Middle and secondary classroom management: Lessons from research and practice. New York: McGraw-Hill.
  • Weinstein, C. S., Romano, M., & Mignano, A. J. (2011). Elementary classroom management: Lessons from research and practice. New York: McGraw-Hill.
  • Williams, R. (2009). Gaining a degree: The effect on teacher self-efficacy and emotions. Professional Development in Education, 35(4), 601-612.

Okul Öncesi Öğretmen Adaylarının Sınıf Yönetimi ile İlgili Öz-Yeterlik İnançları

Year 2015, Issue: 29, 101 - 120, 23.01.2015

Abstract

Öğretmenlerin inanç ve yaklaşımları, sınıfta aldıkları kararları ve yapmış oldukları uygulamaları şekillendirmektedir. Özellikle kendi öz-yeterlikleri ile ilgili inançları hem çocukların performansları hem de öğretmenlerin kendi performansları üzerinde etkili olmaktadır. Sınıf içi işleyişi etkileyen en önemli faktörlerden biri de öğretmenin etkili bir sınıf yönetimi becerisine sahip olmasıdır. Araştırmalar, öğretmenin sınıf yönetimi becerisi ile öz-yeterlik inançları arasında doğrudan bir ilişki olduğunu göstermektedir. Bu nedenle bu çalışmanın amacı, okul öncesi öğretmen adaylarının sınıf yönetimi ile ilgili öz-yeterlik inançlarını ortaya koymaktır. Çalışmanın katılımcıları amaçlı örnekleme yöntemi ile seçilmiş, çalışmaya Sınıf Yönetimi, Okul Deneyimi ve Öğretmenlik Uygulaması-1 derslerini almış 52 okul öncesi öğretmen adayı katılmıştır. Çalışmanın verisi araştırmacı tarafından geliştirilmiş yarı yapılandırılmış bir görüşme formu ile toplanmıştır. Veri analizi için kesme ve sınıflandırma (cutting and sorting) tekniği kullanılmış; analizler sonucunda; öğretmen adaylarının (1) fiziksel ortamın düzenlenmesi, (2) etkinliklerin uygulanması, (3) kuralların uygulanması ve (4) sınıf yönetimine ilişkin öz-yeterlik inançları olmak üzere 4 ana tema belirlenmiştir. Çalışmanın bulgularına göre, okul öncesi öğretmen adaylarının %69,2’si fiziksel ortamın düzenlenmesi, %50’si etkinliklerin planlanması ve uygulanması ve %82,7’si kuralların uygulanması konularında yeterli olduklarına inanırken, sınıf yönetimi genel anlamda ele alındığında katılımcıların yaklaşık yarısı (%51,9) kısmen yeterli olduklarına inanmaktadırlar.

References

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Berg, D. A. G., & Smith, L. F. (2014). Pre-service teachers’ efficacy beliefs and concerns in Malaysia, England and New Zealand. Issues in Educational Research, 24(1), 21-40.
  • Bergee, M. J. (2002). Direct and mediated experiences: Effects on classroom management self-efficacy. Journal of Music Teacher Education, 12(1), 33-37.
  • Bergman, P., McLaughlin, M., Bass, M., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change: Vol. VII. Factors affecting implementation and continuation. Santa Monica, CA: RAND. (ERIC Document Reproduction Service No. 140 432).
  • Bernard, H. R., & Ryan, G. W. (2010). Analyzing qualitative data: Systematic Approaches. Thousand Oaks, Calif: Sage.
  • Brouwers, A., & Tomic, W. (2000a). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
  • Brouwers, A., & Tomic, W. (2000b, August). Disruptive student behavior, perceived self-efficacy, and teacher burnout. Paper presented at the Annual Meeting of the American Psychological Association. ERIC Document Reproduction Service No. 450 120).
  • Carter, K., & Doyle, W. (2006). Classroom management in early childhood and elementary classrooms. In C. Evertson ve C. S. Weinstein (Eds.). Handbook of classroom management: Research, practice and contemporary issues (s. 373-406). Mahwah, N.J.: Lawrence Erlbaum Associates.
  • Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8.Washington DC: NAEYC.
  • Çetingöz, D. (2012). Okul öncesi eğitimi öğretmen adaylarının yaratıcı drama yöntemini kullanmaya yönelik özyeterlikleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 131-142.
  • Demirtaş, H., Cömert, M., & Özer, N. (2011). Öğretmen adaylarının özyeterlik inançları ve öğretmenlik mesleğine ilişkin tutumları. Eğitim ve Bilim, 36(159), 96-111.
  • Egyed, C. J., & Short, R. J. (2006). Teacher self-efficacy, burnout, experience and decision to refer a disruptive student. School Psychology International, 27, 462-474.
  • Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson ve C. S. Weinstein (Eds). Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Fallin, J., & Royse, D. (1994). Common problems of the new music teacher. Journal of Music Teacher Education, 4(1), 13-18.
  • Goddard, R., & Goddard, Y. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807-818.
  • Good, T. L., & Brophy, J. E. (1991). Looking in classrooms (5th ed.). New York, NY: Harper Collins.
  • Gömleksiz, M. N., & Serhatlıoğlu, B. (2013). Okul öncesi öğretmenlerinin öz-yeterlik inançlarına ilişkin görüşleri. Turkish Studies: International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(7), 201-221.
  • Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education, 17(7), 819-836.
  • Jackson, C., Simoncini, K., & Davidson, M. (2013). Classroom profiling training: Increasing preservice teachers’ confidence and knowledge of classroom management skills. Australian Journal of Teacher Education, 38(8), 30-46.
  • Kesicioğlu, O. S., & Güven, G. (2014). Okul öncesi öğretmen adaylarının özyeterlik düzeyleri ile problem çözme, empati ve iletişim becerileri arasındaki ilişkinin incelenmesi. Turkish Studies: International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(5), 1371-1383.
  • Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1), 29-63.
  • Levin, J., & Nolan, J. F. (2007). Principles of classroom management: A professional decision-making model. Boston: Pearson/Allyn and Bacon.
  • Lincoln, Y.S., & Guba, E. G., (1985). Naturalistic inquiry. London: Sage Publications.
  • Martin, N. K., & Sass, D. A. (2010). Construct validation of the Behaviour and Instructional Management Scale. Teaching and Teaching Education, 26, 1124- 1135.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
  • O’Neill, S., & Stephenson, J. (2012). Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences. Teaching and Teacher Education, 28, 535-545.
  • Özdemir, S. M. (2008). Sınıf öğretmeni adaylarının öğretim sürecine ilişkin öz-yeterlik inançlarının değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 54, 277-306.
  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-58.
  • Putman, S. M. (2012). Investigating teacher efficacy: Comparing preservice and inservice teachers with different levels of experience. Action in Teacher Education, 34(1), 26-40.
  • Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26, 1261-1268.
  • Rimm-Kaufman, S. E., & Sawyer, B. E. (2004). Primary grade teachers’ self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the “Responsive Classroom” approach. The Elementary School Journal, 104(4), 321-341.
  • Ross, J. A. (1995). Strategies for enhancing teachers’ beliefs in their effectiveness: Research on a school improvement hypothesis. Teachers College Record, 97, 227–251.
  • Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85-109.
  • Schmidt, W.H., & Kennedy, M.M. (1990). Teachers’ and teacher candidates’ beliefs about subject matter and about teaching responsibilities. East Lansing, MI. Michigan State University, National Center for Research on Teacher Education. (ERIC Document Reproduction Service No. ED 320 902).
  • Senemoğlu, N. (2012). Gelişim, öğrenme ve öğretim: Kavramdan uygulamaya. Ankara: Pegem Akademi.
  • Şenol-Ulu, F. B. (2012). Okul öncesi öğretmen adayları ile okul öncesi öğretmenlerinin öğretmenlik mesleğine yönelik özyeterlik inançlarının karşılaştırılması. Yayınlanmamış yüksek lisans tezi, Afyon Kocatepe Üniversitesi, Afyonkarahisar, Türkiye.
  • Tournaki, N., & Podell, D. M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21, 299-314.
  • Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Uysal, İ., & Kösemen, S. (2013). Öğretmen adaylarının genel öz-yeterlik inançlarının incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(2), 217-226.
  • Vartuli, S. (2005). Beliefs: The heart of teaching. YC Young Children, 60(5), 76-86.
  • Weinstein, C. S., & Novodvorsky, I. (2011). Middle and secondary classroom management: Lessons from research and practice. New York: McGraw-Hill.
  • Weinstein, C. S., Romano, M., & Mignano, A. J. (2011). Elementary classroom management: Lessons from research and practice. New York: McGraw-Hill.
  • Williams, R. (2009). Gaining a degree: The effect on teacher self-efficacy and emotions. Professional Development in Education, 35(4), 601-612.
There are 44 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

İkbal Şahin Sak

Publication Date January 23, 2015
Submission Date January 23, 2015
Published in Issue Year 2015 Issue: 29

Cite

APA Şahin Sak, İ. (2015). Okul Öncesi Öğretmen Adaylarının Sınıf Yönetimi ile İlgili Öz-Yeterlik İnançları. Sakarya Üniversitesi Eğitim Fakültesi Dergisi(29), 101-120.