Exploring the Relationship between Preservice Preschool Teachers’ Views about the Teacher Effectiveness Training Model and Their Communication Skills

Öz

The aim of this survey-based quantitative study was to examine the relationship between 221 preservice preschool teachers’ views about Gordon’s Teacher Effectiveness Training (TET) model and their communication skills. Also, their views about the TET and their communication skills were examined based on their demographic characteristics. Data were collected through a demographic information form, the Discipline Strategies Questionnaire, and the Communication Skills Scale with the approval of Social and Humanities Research and Publication Ethics Committee of Van Yüzüncü Yıl University (Date: 01/10/2020; Number: 2020/10-04). This revealed that the views of the female preservice teachers about the TET model were more positive than those of their male colleagues, and that the former group’s communication skills were also better – reflecting the generally positive relationship between the respondents’ views of the TET model and their communication skills. However, neither TET views nor communication skills varied significantly by age group. Results show that for preservice teachers to put this style of classroom management into practice, they should be given more opportunities to gain classroom-management experience.

Anahtar Kelimeler

• Teacher Effectiveness Training Model
• Communication Skills
• Preservice Preschool Teachers

Okul Öncesi Öğretmen Adaylarının Etkili Öğretmenlik Eğitim Modeline İlişkin Görüşleri ile İletişim Becerileri Arasındaki İlişkinin İncelenmesi

Öz

Bu çalışma tarama modelinde desenlenmiş nicel bir araştırmadır. Çalışmanın amacı, 221 okul öncesi öğretmen adayının Gordon'un Etkili Öğretmenlik Eğitimi Modeline ilişkin görüşleri ile adayların iletişim becerileri arasındaki ilişkiyi incelemektir. Ayrıca öğretmen adaylarının demografik özelliklerine göre de model hakkındaki görüşleri ve iletişim becerileri incelenmiştir. Veriler, Van Yüzüncü Yıl Üniversitesi Sosyal ve Beşerî Bilimleri Yayın Etik Kurul Başkanlığı’nın 01/10/2020 tarih ve 2020/10-04 sayılı onayı ile, demografik bilgi formu, Disiplin Stratejileri Anketi ve İletişim Becerileri Ölçeği aracılığıyla toplanmıştır. Çalışmanın bulguları, kadın öğretmen adaylarının Etkili Öğretmenlik Eğitimi Modeline ilişkin görüşlerinin erkek adaylardan daha olumlu olduğunu ve yine kadın adayların iletişim becerilerinin erkek öğretmen adaylarınkinden daha iyi olduğunu ortaya koymuştur. Ayrıca katılımcıların Etkili Öğretmenlik Eğitimi Modeline ilişkin görüşleri ile iletişim becerileri arasında olumlu bir ilişki olduğu görülmüştür. Ancak, öğretmen adaylarının modele ilişkin görüşleri de iletişim becerileri de yaşlarına göre anlamlı bir farklılık göstermemiştir. Sonuçlar, öğretmen adaylarının Etkili Öğretmenlik Eğitim Modelini uygulayabilmeleri için sınıf yönetimi konusunda daha fazla deneyim fırsatlarına ihtiyaçları olduğunu göstermektedir.

Anahtar Kelimeler

• Etkili Öğretmenlik Eğitimi Modeli
• İletişim Becerileri
• Okul Öncesi Öğretmen

Kaynakça

1. Adeyemo, S. A. (2012). The relationship between effective classroom management and students’ academic achievement. European Journal of Educational Studies, 4(3), 367-381.
2. Ahmetoğlu, E., & Acar, İ. H. (2016). The correlates of Turkish Preschool Preservice Teachers’ social competence, empathy and communication skills. European Journal of Contemporary Education, 16(2), 188-197.
3. Aylor, B. (2003). The impact of sex, gender, and cognitive complexity on the perceived importance of teacher communication skills. Communication Studies, 54(4), 496-509.
4. Barış, S. (2013). Female preschool teachers’ attitude toward male preschool teachers while hiring job. Middle Eastern & African Journal of Educational Research, 3, 107-112.
5. Brandes, H., Andrä, M., Röseler, W., & Schneider-Andrich, P. (2015). Does gender make a difference? Results from the German ‘Tandem Study’ on the pedagogical activity of female and male ECE workers. European Early Childhood Education Research Journal, 23(3), 315-327.
6. Bulger, S. M., Mohr, D., & Walls R. (2002). Stack the deck in favor of your students by using the four aces of effective teaching. Journal of Effective Teaching, 5(2), 1-8.
7. Canter, L. (2014). Classroom management for academic success. Bloomington, IN: Solution Tree Press.
8. Celep, C. (2004). Sınıf yönetimi ve disiplin [Classroom management and discipline]. Ankara: Anı Yayıncılık.

9. Çakmak, M., Kayabaşı, Y., & Ercan, L. (2008). Öğretmen adaylarının sınıf yönetimi stratejilerine yönelik görüşleri [Teacher candidates’ views about classroom management strategies]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal Of Education], 35(35), 53-64.
10. Donat, M., Kniggie, M., & Dalbert, C. (2018). Being a good or a just teacher: Which experiences of teachers’ behavior can be more predictive of school bullying? Aggressive Behavior, 44, 29-39.
11. Durmaz, E., Dinçer, F. Ç., & Deniz, K. Z. (2020). A study on the implementation frequency of classroom management strategies by preschool teachers and how useful teachers find them. Elementary Education Online, 19(4), 2202-2211.
12. Duta, N., Panisoara, G., & Panisoara, I. O. (2015). The effective communication in teaching. Diagnostic study regarding the academic learning motivation to students. Procedia-Social and Behavioral Sciences, 186, 1007-1012.
13. Edwards, C. H. (2004). Classroom discipline and management. New York: John Wiley and Sons.
14. Egeberg, H., McConney, A., & Price, A. (2016). Classroom management and national professional standards for teachers: A review of the literature on theory and practice. Australian Journal of Teacher Education, 41(7), 1-18.
15. Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112.
16. Erdem, A. R. (2011). Sınıf disiplini ve kuralları [Discipline and rules in the classroom]. In R. Sarpkaya (Ed), Sınıf yönetimi [Classroom management] (pp. 81-114). Ankara: Anı yayıncılık.
17. Erkan, Z., & Avcı, R. (2014). Öğretmen adaylarının iletişim becerileri: Mizaç ve karakter özelliklerinin rolü [Teacher candidates’ communication skills: The role of temperament and character]. Mersin Üniversitesi Eğitim Fakültesi Dergisi [Mersin University Journal of The Faculty of Education], 10(1), 23-44.
18. Fashiku, C. O., Abosede, O. C., & Abubakar, Y. A. (2018). Teaching-learning process: A veritable tool for classroom management in Kwara State secondary schools. Journal of Teaching and Teacher Education, 6(1), 13-18.
19. Field, A. (2009). Discovering statistics using SPSS. London: SAGE Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York, NY: McGraw-Hill, Inc.
20. Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’ classrooms. Journal of Education and Training Studies, 7(12), 1-12.
21. Frymier, A., & Houser, M. (2000). The teacher–student relationship as an interpersonal relationship. Communication Education, 49, 207-219.
22. Glickman, C.D., & Tamashiro, R. T. (1980). Clarifying teachers’ beliefs about discipline. Educational Leadership, 37, 459-464.
23. Gordon, T. (1974). Teacher effectiveness training. New York: Wyden.
24. Gordon, T. (1976). P.E.T. in action. New York: Wyden.
25. Gordon, T. (1988). The case against disciplining children at home or in school. Person-Centered Review, 3(1), 59-85.
26. Gordon, T. (1996). Etkili öğretmenlik eğitimi [Teacher effectiveness training] (E. Aksoy, Trans. Ed). İstanbul: Sistem.
27. Hoon, T. S., Nasaruddin, N. F. B. M., & Singh, P. (2017). Communication skills among different classroom management styles teachers. Asian Journal of University Education, 13(1), 67-78.
28. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
29. Johnson, M. B. (1999). Communication in the classroom. (ERIC Document Reproduction Services No. ED 436 802)
30. Karasar, N. (2005). Bilimsel araştırma yöntemi [Scientific research methods]. Ankara: Nobel.
31. Koç, E. (2011). Öğretmen adaylarının sınıf yönetiminde kullanılan disiplin modellerine ilişkin görüşleri [Opinions of prospective teachers on disciplinary models used in class management.] Unpublished master’s thesis, Gazi University, Ankara.
32. Korkut Owen, F., & Bugay, A. (2014). İletişim Becerileri Ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması [Developing a Communication Skills Scale: Validity and reliability studies]. Mersin Üniversitesi Eğitim Fakültesi Dergisi [Mersin University Journal of The Faculty of Education], 10(2), 51- 64.
33. Kruger, A. G., & Van Schalkwyk, O. J. (1997). Classroom management. Pretoria: J.L. Van Schaik Uitgewers.
34. La Paro, K. M., Siepak, K., & Scott-Little, C. (2009). Assessing beliefs of preservice early childhood education teachers using Q-Sort methodology. Journal of Early Childhood Teacher Education, 30(1), 22-36.
35. Le Roux, J. (2002). Effective educators are culturally competent communicators. Intercultural Education, 13(1), 37-48.
36. Leshchenko, M., & Isaieva, S. (2014). Thomas Gordon’s communicative pedagogy in modern educational realities. Comparative Professional Pedagogy, 4(4), 20-26.
37. Lewis, R., Roache, J., & Romi, S. (2011). Coping Styles as Mediators of Teachers' Classroom Management Techniques. Research in Education, 85, 53-68.
38. Malik, S., Mahmood, M., Paracha, A. T., & Faisal, M. (2017). Prospective teachers’ attitude towards the improvement of their communication skills in Pakistan. Economics, Business and Management, 11(3), 279-298.
39. Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of classroom management as applied to the secondary classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(1), 36-39.
40. Martin, N. K., Yin, Z., & Mayall, H. (2006, February). Classroom management training, teaching experience and gender: do these variables impact teachers' attitudes and beliefs toward classroom management style? [Paper presentation]. The Annual Conference of the Southwest Educational Research Association, Austin, TX.
41. Martin, N. K., & Sass, D. A. (2010). Construct validation of the Behavior and Instructional Management Scale. Teaching and Teacher Education, 26, 1124-1135.
42. Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Virginia: ASCD.
43. Mayer, G. R. (2002). Behavioral strategies to reduce school violence. Child & Family Behavior Therapy, 24(1-2), 83-100.
44. Nagro, S. A., Fraser, D. W., & Hooks, S.D. (2018). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131-140. https://doi.org/10.1177/1053451218767905
45. Oktay, A. (2019). Öğretmen adaylarının sınıf yönetiminde tercih ettikleri disiplin modelleri [Prospective teachers’ discipline model preferences in classroom management]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi [Mehmet Akif Ersoy University Journal of Education Faculty], 50, 427-450.
46. O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28(8), 1131-1143.
47. Özer, F. (2013). Aday öğretmenlerin sınıf yönetimi yeterliliklerine ilişkin algıları [The perception of candidate teachers related to competencies in classroom management]. Unpublished master’s thesis, Fırat University, Elazığ.
48. Öztürk, Y., & Gangal, M. (2016). Okul öncesi eğitim öğretmenlerinin disiplin, sınıf yönetimi ve istenmeyen davranışlar hakkındaki inançları [Preschool teachers’ beliefs about discipline, classroom management, and disruptive behaviors]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 31(3), 593-608.
49. Pereira, J. K., & Smith-Adcock, S. (2011). Child-centered classroom management. Action in Teacher Education, 33(3), 254-264.
50. Polat, S., Kaya, S., & Akdağ, M. (2013). Öğretmen adaylarının sınıf disiplinine ilişkin görüşlerinin incelenmesi [Investigating pre-service teachers’’ beliefs about classroom discipline. Kuram ve Uygulamada Eğitim Bilimleri [Educational Sciences: Theory & Practice], 13(2), 877-890.,
51. Ritz, M., Noltemeyer, A., Davis, D., & Green, J. (2013). Behavior management in preschool classrooms: Insights revealed through systematic observation and interview. Psychology in the Schools, 51(2), 181–197.
52. Rosas, C., & West, M. (2009). Teachers’ beliefs about classroom management: Pre-Service and inservice teachers’ beliefs about classroom management. International Journal of Applied Educational Studies, 5, 54-61
53. Sak, R., Şahin, İ. T., & Şahin, B. K. (2012). Views of female preschool pre-service teachers about male teaching colleagues. Procedia-Social and Behavioral Sciences, 47, 586-593.
54. Sak, R., Şahin Sak, İ. T., & Yerlikaya, İ. (2015). Behavior management strategies: Beliefs and practices of male and female early childhood teachers. European Early Childhood Education Research Journal, 23(3), 328-339.
55. Sak, R., Tantekin Erden, F., & Morrison, G. S. (2016). Child-centred education: Preschool teachers’ beliefs and self-reported practices. Early Child Development and Care, 186(8), 1185-1202.
56. Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, 41(3), 299-325.
57. Sau, N. T. U., Phuong, C. N. L., & Hoi, H. T. (2020). Benefits of building child-centered learning environment in kindergarten. Universal Journal of Educational Research, 8(12), 6765-6769.
58. Shindler, J. (2009). Transformative classroom management: Positive strategies to engage all students and promote a psychology of success. San Francisco: Jossey-Bassi
59. Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172.
60. Sumsion, J. (2005). Male teachers in early childhood education: Issues and case study. Early Childhood Research Quarterly, 20(1), 109-123.
61. Şahin Sak, İ. T. (2015). Okul öncesi öğretmen adaylarının sınıf yönetimi ile ilgili öz-yeterlik inançları [Pre-Service preschool teachers’ self-efficacy beliefs about classroom management]. Sakarya Üniversitesi Eğitim Fakültesi Dergisi [Sakarya University Journal of Education Faculty], 29, 101-120.
62. Şahin-Sak, İ. T., Sak, R., & Tezel-Şahin, F. (2018a). Preschool teachers’ views about classroom management models. Early Years, 38(1), 35-52.
63. Şahin Sak İ. T., Tantekin-Erden F., & Pollard-Durodola S. (2018b). Turkish preschool teachers' beliefs and practices related to two dimensions of developmentally appropriate classroom management. Education 3-13, 46, 102-116.
64. Talvio, M., Lonka, K., Komulainen, E., Kuusela, M., & Lintunen, T. (2013). Revisiting Gordon’s teacher effectiveness training: An intervention study on teachers´ social and emotional learning. Electronic Journal of Research in Educational Psychology, 11(3), 693-716.
65. Tedmem, (2019). Erken çocuklukta pedagojik yaklaşım ve uygulamalar [Pedagogical approaches and practices in early childhood]. Retrieved from https://tedmem.org/mem-notlari/degerlendirme/erken-cocuklukta-pedagojik-yaklasim-ve-uygulamalar on 25 January 2021
66. Tepeli, K., & Arı, R. (2011). Okul öncesi eğitim öğretmeni ve öğretmen adaylarının iletişim ve sosyal becerilerinin karşılaştırmalı olarak incelenmesi [Comparative examination of communication and social skills of teachers and teacher candidates in pre-school education]. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Selcuk University Social Sciences Institute Journal], 26, 385-394.
67. Tertemiz, N. (2003). Sınıf yönetimi ve disiplin [Classroom management and discipline]. In L. Küçükahmet (Ed), Sınıf yönetimi [Classroom management] (pp. 67-102). Ankara: Nobel.
68. The Evidence for Learning Team. (2020). Improving social and emotional learning in primary schools. Retrieved from https://evidenceforlearning.org.au/assets/Guidance-Reports/Social-and-emotional-learning/2692-SVA-Guidance-Report-Social-Emotional-Learning-Primary-d4aw-WEB.pdf on 9 November 2021
69. Thomas, J. A., & Montomery, P. (1998). On becoming good teacher: Reflective practice with regard to children’s voices. Journal of Teacher Education, 49, 372-380
70. Toran, M., & Akkuş, H. G. (2016). Okul öncesi öğretmenlerinin sınıf yönetimi becerilerinin değerlendirilmesi: KKTC örneği [An evaluation of preschool teachers’ classroom management skills: TRNC sample]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 24(4), 2041-2056.
71. Uyanık Balat, G., Sezer, T., Bayındır, D., & Yılmaz, E. (2019). Self-Esteem, hopelessness and communication skills in preschool teacher candidates: A mediation analysis. Cypriot Journal of Educational Sciences, 14(2), 278-293.
72. Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25-38.
73. Westmyer, S. A., & Myers, S. A. (1996). Communication skills and social support messages across friendship levels. Communication Research Reports, 13(2), 191-197.
74. Wettach, J., & Owen, J. (2015). Instead of suspension: Alternative strategies for effective school discipline. Retrieved from https://ssrn.com/abstract=3652552 on 25 January 2021.
75. Wolfgang, C. H. (1996). The three faces of discipline for the elementary school teacher: Empowering the teacher and students. Boston, MA: Allyn and Bacon.
76. Yang, N., Qi, Y., Lu, J., Hu, J., & Ren, Y. (2021). Teacher-child relationships, self-concept, resilience, and social withdrawal among Chinese left-behind children: A moderated mediation model. Children and Youth Services Review, 129, 1-10.
77. Yılmaz, M., Kumcağız, H., Balcı-Çelik, S., & Eren, Z. (2011). Investigating communication skill of university students with respect to early maladaptive schemas. Procedia-Social and Behavioral Sciences, 30, 968-972.
78. Yılmaz, M., Üstün, A., & Odacı, H. (2009). Okul öncesi öğretmen adaylarının iletişim becerileri düzeylerinin çeşitli değişkenlere göre incelenmesi [Communication skills levels of preschool teacher candidates according to some variables]. Karadeniz Sosyal Bilimler Dergisi [The Black Sea Journal of Social Sciences], 1(1), 1-8.
79. Yılmaz, N., & Altunbaş, S. (2012). Investigation of preservice teachers' communication and classroom management skills. Erzincan University Journal of Education Faculty, 14(1), 183-196.
80. Yurtal, F. & Yaşar, M. (2018). Peer bullying in classes according to teachers' classroom management profiles. SDU International Journal of Educational Studies, 5(2), 64-75.