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INVESTIGATING TEACHERS’ EXPERIENCES WITH DIGITAL CLASSROOM MANAGEMENT AND INCORPORATING SOCIAL AND EMOTIONAL LEARNING

Year 2024, Volume: 25 Issue: 1, 179 - 199, 01.01.2024
https://doi.org/10.17718/tojde.1210701

Abstract

The research on classroom management in general is numerous, yet the connection between digitization, classroom management, and Social and Emotional Learning (SEL) has been understudied. The current study explored how primary school teachers managed their digital classrooms while incorporating social and emotional learning into their classroom management practices in the remote teaching period. The study not only examined the classroom management strategies and procedures employed but also investigated teachers’ beliefs and perceptions about managing digital classrooms. The study was carried out with 145 primary school teachers teaching in school grades 1st-4th from five different public schools by adopting stratified random sampling. The data were collected via written responses of the participants with the closed, fixed-response, and standardized open-ended forms developed by the researcher. Descriptive analysis and content analysis were used in the analysis of quantitative and qualitative data respectively. The findings revealed that the majority of teachers led online classroom management processes similar to their face-to-face experiences but were less effective concerning the developmental needs of each student in the digital classroom. Furthermore, the study yielded insight into the stress factors and protective factors within the context of classroom management incorporating SEL, and it provided direction for future implementations concerning teachers’ professional learning needs and expectations.

Supporting Institution

This study is prepared as part of the Erasmus+ Project DigiSEL - Digitally Improving Social and Emotional Skills of Primary School Teachers.

References

  • Adarkwah, M. A. (2021). The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature. SN Soc Sci, 1(75), 1-44.
  • Addimando, L., Leder, D., & Zudini, V. (2021). Teaching and learning in the Covid-19 era: the experience of an Italian primary school class. The Turkish Online Journal of Educational Technology, 20(1), 60-67.
  • Aldrup, K., Klusmann, U., Lüdtke, O., Gollner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136.
  • Baker, C., Gentry, J., & Larmer, W. (2016). A Model for online support in classroom management: perceptions of beginning teachers. Administrative Issues Journal: Connecting Education, Practice, and Research, 6(1), 22-37.
  • Banoğlu, K., & Gümüş, S. (2022). Supporting technology integration in schools: in pursuit of new skills for school managers in the post-pandemic Era. In J. Glanz (Ed.) Managing today’s schools: new skills for school leaders in the 21st century (pp. 37-50). London: Rowman & Littlefield.
Year 2024, Volume: 25 Issue: 1, 179 - 199, 01.01.2024
https://doi.org/10.17718/tojde.1210701

Abstract

References

  • Adarkwah, M. A. (2021). The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature. SN Soc Sci, 1(75), 1-44.
  • Addimando, L., Leder, D., & Zudini, V. (2021). Teaching and learning in the Covid-19 era: the experience of an Italian primary school class. The Turkish Online Journal of Educational Technology, 20(1), 60-67.
  • Aldrup, K., Klusmann, U., Lüdtke, O., Gollner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136.
  • Baker, C., Gentry, J., & Larmer, W. (2016). A Model for online support in classroom management: perceptions of beginning teachers. Administrative Issues Journal: Connecting Education, Practice, and Research, 6(1), 22-37.
  • Banoğlu, K., & Gümüş, S. (2022). Supporting technology integration in schools: in pursuit of new skills for school managers in the post-pandemic Era. In J. Glanz (Ed.) Managing today’s schools: new skills for school leaders in the 21st century (pp. 37-50). London: Rowman & Littlefield.

Details

Primary Language English
Subjects Lifelong learning
Journal Section Articles
Authors

Figen KARAFERYE 0000-0003-3449-032X

Project Number Project number 2020-1-TR01-KA226-SCH-098576.
Publication Date January 1, 2024
Submission Date November 27, 2022
Published in Issue Year 2024 Volume: 25 Issue: 1

Cite

APA KARAFERYE, F. (2024). INVESTIGATING TEACHERS’ EXPERIENCES WITH DIGITAL CLASSROOM MANAGEMENT AND INCORPORATING SOCIAL AND EMOTIONAL LEARNING. Turkish Online Journal of Distance Education, 25(1), 179-199. https://doi.org/10.17718/tojde.1210701