The Effect of Pre-Servıce Teachers’ Beliefs in Behavior and Instructional Management on Their State of Liking of Children

Authors

Abstract

The aim of this study is to determine the state of pre-service teachers’ liking children and their belief in Behaviour and instructional management (BIM), to examine them in terms of various variables and to find out the effect of their beliefs in BIM on their state of liking child. This study was designed through correlational research model. As a result, pre-service teachers' state of liking of child was high. Their belief in behaviour management was more interactionist than their belief on instructional management and their beliefs in BIM and their states of liking of child differed to some variables. Moreover; their state of liking of child related with their belief in instructional management significantly and their beliefs in BIM together explain 16% of the total variance of their state of liking of children. The beliefs of pre-service teachers’ liking of children and their beliefs in BIM should be perceived as professional attitude and value rather than personal feature.

References

Aksoy, P., & Baran, G. (2011). Sınıf öğretmeni adaylarının çocuk sevme durumları ile anne-babaları tarafından kabul-redlerine yönelik algıları arasındaki ilişkinin incelenmesi. 10.Ulusal Sınıf Öğretmenliği Eğitim Sempozyumu, 5-7.

Arslan, S. (2014). The relationship between prospective teachers’ love for children and gender roles and some demographic qualities, Anthropologist, 18(3): 681-689

Author, (2017). An investigation of pre-service elementary mathematics teachers’ beliefs about classroom management according to some variables. The 12th International Congress on Educational Administration (11-13 May 2017), 307-308.

Author, (2018). The reliability and validity study of Behaviour and Instructional Management Scale in Turkish context. 11th International AGP Conference on Humanities and Social Sciences. (26-28 January 2018).

Barnett, M. A., & Sinisi, C. S. (1990). The initial validation of a liking of children scale. Journal of personality assessment, 55(1-2), 161-167.

Blatchford, R. (2017). The teachers' standards in the classroom. Sage Publishing

Bursalioglu, Z. (2005) Okul yönetiminde yeni yapı ve davranış. Ankara: Pegem A Yayıncılık:

Buyukozturk, S. (2013). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi Yayıncılık.

Buyuktaskapu Soydan, S., Alakoc Pirpir, D., Ozturk Samur, A., & Angin, D. E. (2018). Pre-school teachers' classroom management competency and the factors affecting their understanding of discipline. Eurasian Journal of Educational Research (EJER), 73, 149-171.

Castelló, A., Gotzens, C., Badia, M., & Genovard, C. (2010). Beliefs and attitudes regarding classroom management. European Journal of Education and Psychology, 3(1), 117-128.

Cimen L. K. (2015). Eğitim fakültesi öğrencilerinin çocuk sevme eğilimlerine etki eden değişkenlerin incelenmesi. Turkish Studies, 10, 811-830

Cimen- Kabakli, L. (2016). The relationship between preschool teachers’ tendency of liking children and the levels of professional burnout. Journal of Education and Human Development, 5(1), 220-239.

Downing, J. E., Ryndak, D. L. & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special Education. 21, 171-181.

Durmusoglu-Saltali, N. & Erbay, F. (2013). Okul öncesi öğretmenlerinin konuşma, dinleme ve empati becerilerinin çocuk sevme davranışı açısından incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD).14(1),159-174.

Duyan, V., & Gelbal, S. (2010). Barnett çocuk sevme ölçeği’ni Türkçe’ye uyarlama çalışması. Eğitim ve Bilim, 33(148), 40-48

Ercan, R. (2014). Öğretmenlerde çocuk sevgisi. Electronic Turkish Studies, 9(8), 435-444.

Ergun, M. ve Ozdas, A. (1999). Okul gözlemi ve uygulama çalışmalarının öğretmen adayları üzerindeki etkisi. AKÃœ Sosyal Bilimler Dergisi, 3, 115â€119.

Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. Mc Grawall Hill.

Gelbal, S. & Duyan, V. (2010). İlköğretim öğretmenlerinin çocuk sevme durumlarına etki eden değişkenlerin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 127-137.

Gencer-Savran, A. & Cakiroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher education, 23(5), 664-675.

Glickman, C. D., & Tamashiro, R. T. (1980). Clarifying teachers’ beliefs about discipline. Educational Leadership, 37(6), 459-464.

Gurcay, D. (2015). Preservice physics teachers’ beliefs regarding their teacher efficacy and classroom management. Procedia-Social and Behavioural Sciences, 197, 1101-1106.

Hacıomeroglu G. & Taskin C. S. (2010). Fen bilgisi öğretmenliği ve ortaöğretim fen ve matematik alanları (OFMA) eğitimi bölümü öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumları. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi.11(1), 77-90.

Hall, G. E., Quinn, L. F., & Gollnick, D. M. (Eds.). (2017). The handbook of teaching and learning. John Wiley&Sons.

Hoang, T. (2009). The contributions of teachers’ credentialing routes and experience levels on classroom management’. International Journal of Instruction, 2(1), 1-14.

Hoy, W. K. & Miskel, C. G. (1998). Educational administration: Theory, research, and practice. McGraw-Hill Education.

Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher–student relationship. Journal of school psychology, 39(4), 289-301.

Iman, E. D. (2014). Okul öncesi öğretmen adaylarının çocuk sevgisi ve öğretmenlik mesleğine ilişkin motivasyonlarının incelenmesi. Kuramsal Eğitimbilim Dergisi, 7(4), 482-504.

Jantzen, J. M. (1981). Why college students choose to teach: A longitudinal study. Journal of Teacher Education, 32(2), 45-49.

Johnson, K. (1988). Changing teachers’ conceptions of teaching and learning. In: Calderhead. J. (Eds.) Teachers’ professional learning. Lewes: Falmer, pp. 169-95.

Joreskog, K. G., & Sorbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.

Karasar, N. (2011). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. Nobel Yayın Dağıtım.

Kaynak, K. B., Ergin, B., Arslan, E., & Pınarcık, O. (2015). The examination of the relationship between the self-esteem of pre-school teacher candidates and their liking of children. Elementary Education Online, 14(1), 86-96.

Kazemi, A., & Soleimani, N. (2016). On the relationship between EFL teachers' classroom management approaches and the dominant teaching style: A mixed method study. Iranian Journal of Language Teaching Research, 4(2), 87-103.

Konan, N., & Yılmaz, S. (2018). Öğretmen adaylarının çocukları sevme düzeylerine ilişkin algıları. A paper presented at the annual conference of the 13th Internatıonal Congress on Educational Administration. Ankara, May 13-15, 66.

Lang, Q. C. (2013). Exploring beginning teachers’ attitudes and beliefs on classroom management. New Horizons in Education, 61(2), 13-33.

Lasley, T. J. (1980). Preservice teacher beliefs about teaching. Journal of Teacher Education, 31(4), 38-41.

Leech, Nancy L., Karen C. Barrett, and George A. Morgan (2008), SPSS for intermediate statistics: Use and interpretation, Mahwah, NJ: Lawrence Erlbaum.

Levin, J., & Nolan, J. F. (1991). Principles of classroom management: A hierarchical approach. Prentice Hall.

Main, S., & Hammond, L. (2008). Best practice or most practiced? Pre-service teachers' beliefs about effective behaviour management strategies and reported self-efficacy. Australian Journal of Teacher Education, 33(4), 28-39.

Martin, N. K., & Baldwin, B. (1992). Beliefs regarding classroom management style: The differences between pre-service and experienced teachers. Paper presented at the annual meeting of the Mid-South Educational Research Association, Knoxville, TN (ERIC Document Reproduction Service No. ED 355 213).

Martin, N. K., Yin, Z. & Mayall, H. (2008). The attitudes & beliefs on classroom control inventory-revised and revisited: A continuation of construct validation. Journal of Classroom Interaction, 42 (2), 11–20.

Martin, N. K.,& Sass, D. A. (2010). Construct validation of the Behaviour and instructional management scale. Teaching and Teacher Education, 26(5), 1124-1135.

Martin, N. K., & Yin, Z. (1997). Attitudes and beliefs regarding classroom management style: Differences between male & female teachers. Paper presented at the annual meeting of the Southwest Educational Research Association, Austin, TX (ERIC Document Reproduction Service No. ED 404 708).

Martin, N. K., Yin, Z., & Baldwin, B. (1998). Classroom management training, class size and graduate study: Do these variables impact teachers’ beliefs regarding classroom management style? Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. (ERIC Document Reproduction Service No. ED 420671).

Martin, N., Yin, Z., & Baldwin, B. (1997). Beliefs regarding classroom management style: Differences between male and female, urban and rural secondary level teachers. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED 408136).

Martin, N. K., Yin, Z. & Mayall, H. (2008). The attitudes & beliefs on classroom control inventory-revised and revisited: A continuation of construct validation. Journal of Classroom Interaction, 42 (2), 11–20.

Martin, N. K.,Yin, Z., & Mayall, H. (2007). The attitudes & beliefs on classroom control inventory-revised and revisited: a continuation of construct validation. The Journal of Classroom Interaction, 11-20.

Martin, N., Yin, Z., & Mayall, H. (2006). Classroom management training, teaching experience and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Paper presented at the Annual Conference of the Southwest Educational Research Association, Austin, TX. Retrieved from ERIC database. (ED494050).

Marsh, H. W., & Hocevar, D. (1988). A new, more powerful approach to multitrait-multimethod analyses: Application of second-order confirmatory factor analysis. Journal of Applied Psychology, 73(1), 107.

Marso, R. N. & Pigge, F. L. (1994). Personal and family characteristics associated with reasons given by teacher candidates for becoming teachers in the 1990’s: Implications for the recruitment of teachers. A paper presented at the annual conference of the Midwestern Educational Research Association. Chicago, October 12-15.

Marzano, R. J., Gaddy, B. B., & Foseid, M. C. (2005). A handbook for classroom management that works. ASCD.

Marzano, R. J.,Marzano, J. S. & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.

McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student Behaviour, and instructional strategies. ASCD.

MoNE Teacher training and education general directorate (2008). Öğretmen Yeterlilikleri. http://otmg.meb.gov.tr/belgeler/ogretmen_yeterlikleri_kitabi/ Öğretmen_Yeterlikleri_Kitabı_genel_yeterlikler (03.10.2018).

Ming-tok, H. &Wai-shing, L. (2008). Classroom management creating a positive learning environment. Hong Kong: Hong Kong UniversityPress,

Mueller, D. J. (1986). Measuring social attitudes: A handbook for researchers and practitioners. New York: Teachers College Press.

Nias, J. (1997). Would schools improve if teachers cared less?. Education 3-13, 25(3), 11-22.

O'Neill, S. C., & Stephenson, J. (2011). The measurement of classroom management selfefficacy: A review of measurement instrument development and influences. Educational Psychology, 31(3), 261-299. doi: 10.1080/01443410.2010.545344.

Onwuegbuzie, A. J., Witch, A. E., Filer, J., & Downing, J. (2000). Factors associated with teachers’ beliefs on discipline. Paper presented at the Annual Meeting of the MidSouth Educational Research Association, Lexington, KY.

Ozbey, S., Turkoglu, D., & Buldur, A. B. (2014). Okul öncesi öğretmenlerinin karakter eğitimi yetkinlik inançlarının öğretmenlerin çocuk sevme düzeyleri ve bazı değişkenler ile ilişkisinin incelenmesi. Değerler Eğitimi Dergisi, 12(27), 323-344.

Ozkara, Y. (2013). The Profile of Pre-Service Teachers’ Tendencies Towards Liking of Children. International Journal of Academic Research. 5 (3), 228-232.

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.

Rahimi, M., & Hosseini, F. (2012). EFL teachers' classroom discipline strategies: The students' perspective. Procedia - Social and Behavioural Sciences 31, 309 – 314.

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. Handbook of Research on Teacher Education, 2, 102-119.

Robbins, S. P. & Judge, T. A, (2008), Organizational behaviour, Prentice Hall,

Robson C. (2011). Real world research. Chichester: Wiley.

Sass, D. A., Lopes, J., Oliveira, C., & Martin, N. K. (2016). An evaluation of the Behaviour and Instructional Management Scale's psychometric properties using Portuguese teachers. Teaching and Teacher Education, 55, 279-290.

Savran, A.,& Cakiroglu, J. (2004). Preservice science teachers' orientations to classroom management. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 24-130.

Savran, A., & Cakiroglu, J. (2003). Differences between elementary and secondary preservice science teachers' perceived efficacy beliefs and their classroom management beliefs. TOJET: The Turkish Online Journal of Educational Technology, 2(4), 3-9.

Secer, İ. (2015). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma. Anı Yayıncılık.

Sahin, A.E. (2006). Meslek ve öğretmenlik, V. Sonmez (Ed.). Öğretmenlik mesleğine giriş, Ankara: Anı Yayıncılık.

Turk, R., Kardas Ozdemir, F., & Kerimoglu Yildiz, G. (2017). Öğretmenlerin çocuk sevme durumlarının belirlenmesi: Kars örneği. İzmir Dr. Behçet Uz Çocuk Hastanesi Dergisi, 7(1), 45-52.

Ubuz B. & Sari S. (2008). Sınıf öğretmeni adaylarının öğretmenlik mesleğini seçme nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 24(2). 113-119

Ugurlu, C. T. (2013). Öğretmenlerin iletişim becerisi ve empatik eğilim davranışlarının çocuk sevme düzeyleri üzerine etkisi.Pegem Eğitim ve Öğretim Dergisi, 3(2), 51-61.

Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54 (2), 143â€178.

Walls, R.T., Nardi, A. H., Von Minden, A. M., & Hoffman, N. (2002).The characteristics of effective and ineffective teachers. Teacher Education Quarterly. 29(1), 39-48.

Williams, K. C. (2008). Elementary classroom management: A student-centered approach to leading and learning. Sage Publications.

Witcher,A. E., Onwuegbuzie,A.J., & Minor, L.C.(2001).Characteristics of effective teachers: Perceptions of preservice teachers. Research in the Schools, 8(2), 45-57.

Wolfgang, C. H., & Glickman, C. D. (1980). Solving Discipline Problems: Strategies for Classroom Teachers. Allyn and Bacon, Inc., Longwood Division, College and Professional Publications, 470 Atlantic Avenue, Boston, MA 02210.

Yazici, Z. (2013). Okul öncesi öğretmen adaylarının çocuk sevme eğilimlerinin incelenmesi. Mediterranean Journal of Humanities, 3 (2), 279-286.

Downloads

Published

2020-03-30

Issue

Vol. 12 No. 1 (2020): International Journal of Curriculum and Instruction

Section

Articles

License

Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.

Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.