Preschool teachers’ ability to manage problem behaviours in their classroom: can it be predicted by teacher self-efficacy and emotional literacy

Year 2022, Volume: 4 Issue: 1, 1 - 11, 30.06.2022

Neslihan Durmuşoğlu Saltalı

https://doi.org/10.51535/tell.1084009

Cited By: 7

Abstract

Objective: Management of problematic behaviors (MPB) in the classroom is one of the important components of the teaching process and it is among the issues that teachers worry about in the education process. Preschool teachers often encounter problematic behaviors as the cognitive, emotional, and behavioral development processes of children in their classrooms are still incomplete. Therefore, it is important to examine preschool teachers' ability to MPB and to determine the related factors. The aim of this descriptive study determined the relationship of preschool teachers' ability to MPB in their classrooms to teacher self-efficacy and emotional literacy.
Method: The sample of the study consists of 381 preschool teachers (working in schools affiliated to the Ministry of National Education in different cities of Turkey. Preschool Classroom Management Scale, Emotional Literacy Scale and Teacher Self-Efficacy Scale were used to collect data. Descriptive statistics, Pearson correlation analysis and multiple regression analysis techniques were used to analyse the data.
Results: This study confirms that preschool teachers' ability in MPB in their classrooms are moderately related to emotional literacy skills. In addition, it was determined that there is a moderate relationship between the ability of preschool teachers to MPB in their classrooms and their teacher self-efficacy.
Conclusion: The findings draw our attention to the importance of teachers' efficacies and emotional abilities in improving schools and the general teaching environment.

Keywords

preschool teacher, management ability of problematic behaviors, teacher self-efficacy, emotional literacy

References

• Abu-Tineh, A. M., Khasawneh, S. A., & Khalaileh, H. A. (2011). Teacher self-efficacy and classroom management styles in Jordanian schools. Management in Education, 25(4), 175-181. https://doi.org/10.1177/0892020611420597
• Akar, H., Erden, F. T., Tor, D., & Şahin, İ. T. (2010). Öğretmenlerin sınıf yönetimi yaklaşımları ve deneyimlerinin incelenmesi. Elementary Education Online, 9(2), 792-806. https://open.metu.edu.tr/handle/11511/80943
• Akçadağ, T. (2006). Sorun davranışların yönetimi ve etkili sınıf yönetimi. Ani Publishing.
• Alemdar, M. (2014). Ortaöğretim öğrencilerinin duygusal okuryazarlık beceri düzeylerinin belirlenmesi. [Unpublished master’s thesis]. Eskişehir Osmangazi University Educational Science Institute.
• Alemdar, M. (2019). Sosyal sermayenin eğitim öğretim süreçlerine yansıması: duygusal okuryazarlık ve duygusal emek bağlamı [Unpublished Doctoral thesis]. Eskişehir Osmangazi University Educational Science Institute.
• Almog, O., & Shechtman, Z. (2007). Teachers’ democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs. European Journal of Special Needs Education, 22(2), 115-129. https://doi.org/10.1080/08856250701267774
• Arbuckle, C., & Little, E. (2004). Teachers’ perceptions and management of disruptive classroom behaviour during the middle years (year’s five to nine). Australian Journal of Educational & Developmental Psychology, 4(1), 59-70. ERIC number: EJ815553
• Ataman, A. (2005). Sınıf içinde karşılaşılan davranış problemleri ve bunlara karşı geliştirilen önlemler. L. Küçükahmet (Ed.). Sınıf yönetiminde yeni yaklaşımlar (4. Ed.). Ankara: Nobel Publishing, (s. 185-204).
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Bababoğlan, E., & Korkut, K. (2010). The correlation between level of classroom teachers' self-efficacy beliefs and classroom management ability perceptions. Inonu University Journal of the Faculty of Education, 11(1), 1-20. https://pegem.net/dosyalar/dokuman/121556-2011062918401-11101.pdf
• Başar, H. (2008). Sınıf yönetimi. Pegem Publishing.
• Beaudoin, K., & Skocic-Mihic, S. (2018). Croatian preschool teachers' self-perceived competence ın managing the challenging behaviour of children. Center for Educational Policy Studies Journal, 8(2), 123-138. https://doi.org/10.26529/cepsj.547
• Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Publishing.
• Carter, D. R., & Van Norman, R. K., (2010). Class-wide positive behavior support in preschool: improving teacher implementation through consultation. Early Childhood Education Journal, 38(4), 279-288. https://doi.org/10.1007/s10643-010-0409-x
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155
• Cook, R. D. (1977). Detection of influential observations in linear regression. American Statistical Association: Technometrics.
• Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). Öğretmen Özyeterlik Ölceği Türkçe uyarlamasının geçerlik ve güvenirlik çalışması. Education and Science, 10(117), 74-81.
• Çolak, İ., Yorulmaz, Y. İ., & Altınkurt, Y. (2017). Öğretmen Özyeterlik İnancı Ölçeği geçerlik ve güvenirlik çalışması. MSKU Journal of Education, 4(1), 20-32. https://dergipark.org.tr/en/pub/muefd/article/319209
• Dunlap, G., Strain, P. S., Fox, L., Carta, J., Conroy, M., Smith, B., . . . Sowell, C. (2006). Prevention and intervention with young children's challenging behavior: Perspectives regarding current knowledge. Behavioral Disorders, 32(1), 29-45. https://doi.org/10.1177/019874290603200103
• Emmer, E.T., & Gerwels, M.C. (2005, April). Establishing classroom management for cooperative learning. Annual Meeting of the American Educational Research Association, Montreal, Canada Declaration. (ERIC number: 490457)
• Emond, A., Ormel, J., Veenstra, R., & Oldehinkel, A.J. (2007). Preschool behavioral and social-cognitive problems as predictors of (pre)adolescent disruptive behavior. Child Psychiatry Human Development, 38, 221–236. https://doi.org/10.1007/s10578-007-0058-5
• Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. Psychology in the Schools, 41(3), 351-361. https://doi.org/10.1002/pits.10168
• Faupel, A. (2003). Emotional literacy assessment and intervention ages 11-16. Southampton: Nfer-Nelson Publishing.
• Friedman-Krauss, A. H., Raver, C. C., Neuspiel, J. M., & Kinsel, J. (2014). Child behavior problems, teacher executive functions, and teacher stress in Head Start classrooms. Early Education and Development, 25(5), 681-702. https://doi.org/10.1080/10409289.2013.825190
• Gedik, Z. G. (2015). Öğretmen özyeterlik algısı ölçeğinin psikometrik özelliklerinin eğitim fakültesinden mezun olan ve olmayan öğretmen adayları gruplarında incelenmesi [Unpublished master’s thesis]. Abant Izzet Baysal University Educational Science Institute.
• Gibbs, S., & Powell, B. (2012). Teacher efficacy and pupil behaviour: The structure of teachers’ individual and collective beliefs and their relationship with numbers of pupils excluded from school. British Journal of Educational Psychology, 82, 564–584. https://doi.org/10.1111/bjep.2012.82.issue-4
• Goroshit, M., & Hen, M. (2016). Teachers’ empathy: can it be predicted by self-efficacy? Teachers and Teaching, 22(7), 805-818. https://doi.org/10.1080/13540602.2016.1185818
• Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. (2008). Teachers’ perceptions of conflict with young students: Looking beyond problem behaviors. Social Development 17(1), 115–136. https://doi.org/10.1111/j.1467-9507.2007.00418.x
• Jennings, P. A., & Greenberg, M. (2009). The Prosocial Classroom: Teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research, 79, 491–525. https://doi.org/10.3102/0034654308325693
• Kandemir, M., & Dündar, H. (2008). Duygusal okuryazarlık ve duygusal okuryazar öğrenme ortamları. The Journal of SAU Education Faculty, 16, 83-90. https://dergipark.org.tr/en/pub/sakaefd/issue/11212/133900
• Karasar, N. (2005). Bilimsel araştırma yöntemleri. Nobel Publishing.
• Kesicioğlu, O. S., & Güven, G. (2014). Okul öncesi öğretmen adaylarının özyeterlik düzeyleri ile problem çözme, empati ve iletişim becerileri arasındaki ilişkinin incelenmesi. Electronic Turkish Studies, 9(5), 1371-1383. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=dace6e21-0ee4-4d8f-b646-60fa8f3f962e%40pdc-v-sessmgr02
• Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607–610. https://doi.org/10.1177/001316447003000308
• Mashburn, A. J., Hamre, B. K., Downer, J. T., & Pianta, R. C. (2006). Teacher and classroom characteristics associated with teachers’ ratings of prekindergartners’ relationships and behaviors. Journal of Psychoeducational Assessment, 24(4), 367–380. https://doi.org/10.1177/0734282906290594
• McAllister, G., & Irvine, J. J. (2000). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, 53, 433–443. https://doi.org/10.1177/002248702237397
• McCabe, L., & Frede, E. C., (2007). Challenging behaviors and the role of preschool education: Preschool policy brief. National Institute for Early Education Research. Retrieved from: http://nieer.org/resources/policybriefs/16.pdf
• Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1), 1-55. https://doi.org/10.4073/csr.2011.4
• Pallant, J. (2005). SPSS Survival Manual: a step-by-step guide to data analysis using SPSS for Windows version 12. 2nd edition. Maidenhead: Open University Press
• Poulou, M. (2017). An examination of the relationship among teachers’ perceptions of social-emotional learning, teaching efficacy, teacher–students’ interactions and students’ behavioral difficulties. International Journal of School and Educational Psychology, 5(2), 126–136. https://doi.org/10.1080/21683603.2016.1203851
• Poulou, M., & Norwich, B. (2000). Teachers' causal attributions, cognitive, affective and behavioural responses to children with emotional and behavioural difficulties. British Journal of Educational Psychology, 70(4), 559–581. https://doi.org/10.1348/000709900158308
• Powell, D. S., Fixsen, D. L., & Dunlap, G. (2003). Pathways to service utilization: A synthesis of evidence relevant to young children with challenging behavior. Center for Evidence-Based Practice.
• Powell, D., Fixsen, D., Dunlap, G., Smith, B., & Fox, L. (2007). A synthesis of knowledge relevant to pathways of service delivery for young children with or at risk of challenging behavior. Journal of Early Intervention, 29(2), 81-106. https://doi.org/10.1177/105381510702900201
• Qu, C. H., & Kaiser, A. P. (2003). Behavior problems of preschool children from low-income families: Review of the literature. Topics in Early Childhood Special Education, 23(4), 188–216. https://doi.org/10.1177/02711214030230040201
• Rae, T., Nelson, R., & Pederson, L. (2005). Developing emotional literacy with teenage girls. SAGE Publications.
• Sayal, K. Washbrook, E., & Propper, C. (2015). Childhood behavior problems and academic outcomes in adolescence: longitudinal population-based study. Journal of the American Academy of Child & Adolescent Psychiatry, 54(5), 360-368. https://doi.org/10.1016/j.jaac.2015.02.007
• Shechtman, Z. (2002). Validation of the democratic teacher belief scale (DTBS). Assessment in Education, 9, 363-377. https://doi.org/10.1080/0969594022000027672
• Sprague, J., & Perkins, K. (2009). Direct and collateral effects of the first step to success program. Journal of Positive Behavior Interventions, 11(4), 208-221. https://doi.org/10.1177/1098300708330935
• Stajkovic, A. D., & Luthans, F. (2003). Social cognitive theory and self-efficacy: Implications for motivation theory and practice. Motivation and Work Behavior, 126, 140.
• Steiner, C. (2003). Emotional literacy: Intelligence with a heart. Personhood Press.
• Stoiber, K. C. (2011). Translating knowledge of Social-Emotional Learning and evidence-based practice into responsive school innovations. Journal of Educational and Psychological Consultation, 21, 46–55. https://doi.org/10.1080/10474412.2011.549039
• Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796. https://doi.org/10.3102/0034654308321456
• Uyanık Balat, G., Şimşek, Z., & Akman, B. (2008). Okul öncesi eğitim alan çocukların davranış problemlerinin anne ve öğretmen değerlendirilmeleri açısından karşılaştırılması. Hacettepe University Journal of Education, 34(34), 263-275. https://dergipark.org.tr/en/pub/hunefd/issue/7802/102260
• Uyanık Balat, G., Bilgin, H., & Sezer, T. (2011). Okul öncesi öğretmenlerine yönelik sınıf yönetimi ölçeğinin geliştirilmesi ve psikometrik özellikleri. National Preschool Education Congress, 1-3 June 2011, Istanbul, Turkey.
• Weare, K. (2004). Developing the emotionally literate school. Paul Chapman.
• Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91. https://doi.org/10.1037/0022-0663.82.1.81
• Yenice, N. (2012). Öğretmen adaylarının özyeterlik düzeyleri ile problem çözme becerilerinin incelenmesi. Electronic Journal of Social Sciences, 11(39), 36-58. https://dergipark.org.tr/en/pub/esosder/issue/6153/82657