Improvement of Classroom Management Skills of Teachers Leads to Creating Positive Classroom Climate

Yıl 2020, Cilt: 5 Sayı: 1, 10 - 25, 01.01.2020

Damla Güzeldere Aydın , Şakire Ocak Karabay

https://doi.org/10.24331/ijere.646832

Cited By: 4

Öz

This study aims to evaluate the effects of “Classroom Management Training Programme” on
preschool teachers’ teaching styles regarding classroom management practices and children's
behaviors in the classroom atmosphere. For this study, thirty teachers were selected from the schools
in İzmir by convenience sampling method. In this quasi-experimental study with a pre-test –
intervention - post-test design, data was collected thorough Teaching Style Rating Scale (TSRS),
Classroom Atmosphere Rating Scale (CARS) and Semi-structured Interview Form. According to the
findings, the exprimental teachers performed better on problem solving, preventing misbehaviours,
classroom management, and applying discipline. Children in in the experimental group were more
positive, cooperative and adoptive rather than disruptive compared to control group’s children in
the classroom atmosphere. Moreover the teachers expressed that they preferred more to use
preventive and supportive approach rather than restrictive approach to cope with undesirable
behaviors.selected from the schools in İzmir by convenience sampling method. In this quasi experimental

study with a pre-test – intervention - post-test design, data was collected thorough
Teaching Style Rating Scale (TSRS), Classroom Atmosphere Rating Scale (CARS) and Semistructured
Interview
Form.
According
to
the
findings,
the
exprimental
teachers
performed
better
on

problem

solving, preventing misbehaviours, classroom management, and applying discipline.
Children in in the experimental group were more positive, cooperative and adoptive rather than
disruptive compared to control group’s children in the classroom atmosphere. Moreover the teachers
expressed that they preferred more to use preventive and supportive approach rather than
restrictive approach to cope with undesirable behaviors.This study aims to evaluate the effects of
“Classroom Management Training Programme” on preschool teachers’ teaching styles regarding
classroom management practices and children's behaviors in the classroom atmosphere. For this
study, thirty teachers were selected from the schools in İzmir by convenience sampling method. In
this quasi-experimental study with a pre-test – intervention - post-test design, data was collected
thorough Teaching Style Rating Scale (TSRS), Classroom Atmosphere Rating Scale (CARS) and Semistructured
Interview
Form.
According
to
the
findings,
the
exprimental
teachers
performed
better
on

problem

solving, preventing misbehaviours, classroom management, and applying discipline.
Children in in the experimental group were more positive, cooperative and adoptive rather than
disruptive compared to control group’s children in the classroom atmosphere. Moreover the teachers
expressed that they preferred more to use preventive and supportive approach rather than
restrictive approach to cope with undesirable behaviors.This study aims to evaluate the effects of
“Classroom Management Training Programme” on preschool teachers’ teaching styles regarding
classroom management practices and children's behaviors in the classroom atmosphere. For this
study, thirty teachers were 

Anahtar Kelimeler

Preschool Education, Classroom Management, Early Childhood Teacher

Kaynakça

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