A Meta-Analysis of the Effects of Some Factors on Teachers’ Classroom Management Skills

Year 2019, Volume: 6 Issue: 2, 409 - 425, 13.12.2019

Metin Kaya , Abdullah Selvitopu

https://doi.org/10.33200/ijcer.621313

Cited By: 4

Abstract

The purpose of this study is to examine the effect of personal,
professional and organizational factors on teacher’s classroom management
skills in the Turkish context. Meta-analyses were performed to find out the
effect sizes and understand the trend in substantive findings across classroom
management skills studies. Data consisted of articles, master
theses, and dissertations which were retrieved from the Turkish Higher
Education Council (THEC) National Theses Center, ULAKBIM (a database for
articles indexed by TUBITAK-ULAKBIM), THEC Academic, and Google Scholar
databases. The main dataset in this study consisted of 59 independent
studies. Findings revealed that the effect of personality traits of
teachers, professional, and organizational factors on teachers’ classroom
management skills was found at medium level. Emotional traits
of teachers’, sub-dimension of personality traits, produced a greater
effect size than cognitive skills and personality type. Teachers, who feel
satisfied with their job, work in a positive school climate, get motivated by
their top managers and share common values and culture with their colleagues,
tend to use CMSs more effectively. While occupational burnout, low
teaching performance, and poor organizational communication have a negative but
significant effect, job satisfaction, school climate, organizational
motivation, shared organizational values and rules have a moderately positive
and significant effect on teachers’ CMSs. 

Keywords

Classroom management skill, personal, professional, organizational, factors, meta analysis

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