Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 7 Sayı: 3, 639 - 652, 15.07.2018
https://doi.org/10.12973/eu-jer.7.3.639

Öz

Kaynakça

  • Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95–135.
  • Abdi, M. K. (2017). Institutional factors and student performance: A survey on public secondary schools in hargeisa city, somaliland. International Journal of Education and Research, 5(3), 45-54.
  • Agaoglu, E. (2008). Sinif yonetimi ile ilgili genel olgular [General facts about classroom management]. Zeki Kaya (Ed.), Sinif yonetimi [Classroom management], (pp. 1-42). Ankara: Pegem Akademi.
  • Ahn, H. S., Bong, M., & Kim, S. (2017). Social models in the cognitive appraisal of self-efficacy information. Contemporary Educational Psychology, 48, 149-166.
  • Akin, U. (2006). Ogretmenlerin sinif yonetim becerileri ile is doyumlari arasindaki iliski [The relationship between teachers' classroom management skills and job satisfaction]. Unpublished master’s thesis, Gaziosmanpasa University, Turkey.
  • Akkaya Celik, N. (2006). Ilkogretim okullarinda gorevli ogretmenlerin sinif yonetimi becerilerine iliskin algilari: Denizli ili ornegi [Perceptions of teachers in elementary schools about classroom management skills:Example of Denizli city]. Unpublished master’s thesis, Anadolu University, Turkey.
  • Akuzum, C., & Altunhan, M. (2017). Okul oncesi ogretmenlerinin sinif yonetimi becerileri ile kaynastirma egitimi yeterliklerinin incelenmesi [Examination of pre-school teachers’ classroom management skills and inclusive education proficiency]. Dicle Universitesi Ziya Gokalp Egitim Fakultesi Dergisi [Journal of Ziya Gokalp Faculty of Education], 31, 779-802.
  • Al Sensoy, S., & Sagsoz, A. (2015). Ogrenci basarisinin siniflarin fiziksel kosullari ile iliskisi [Relation between pupils academic achievement and pyhsical conditions of classrooms]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi [Ahi Evran University Kirsehir Faculty of Education Journal], 16(3), 87-104.
  • Allinder, R. M. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement. Remedial and Special Education, 16(4), 247–254.
  • Akpinar, B., & Ozdas, F. (2013). Ilkogretimde deger egitimine iliskin ogretmen gorusleri: Nitel bir analiz [Teachers’ views on value education at primary schools: A qualitative analysis]. Firat Universitesi Sosyal Bilimler Dergisi [Firat University Journal of Social Science], 23(2), 105-113.
  • Altinkurt, Y. (2003). Endustri meslek liselerinde gorev yapan ogretmenlerin sinif yonetimi cercevesinde iletisim ozelliklerinin belirlenmesi: (Eskisehir ili) [Determining the communication skills of teachers from the perspective of classroom management: (In Eskisehir)]. Unpublished master’s thesis, Anadolu University, Turkey.
  • Ardic, A. (2010). Ilkogretim okullarinda temizlik ve hijyen konusunda ogrenci, veli, ogretmen ve yonetici algilari [Student, parent, teacher and manager perceptions on cleaning and hygiene in primary schools], Ankara: Ministry of Education.
  • Arsal, Z., & Ozen, R. (2007). Sinif ogretmeni adaylarinin ogrenme stratejileri ve ogrenme bicimi tercihlerinin incelenmesi [Examining the learning strategies and learning style preferences of candidate classroom tecahers]. Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi [Abant Izzet Baysal University Journal of Faculty of Education], 7(2), 151-164.
  • Atici, M. (2000). Ilkogretimde sinif kurallarinin sinif yonetimindeki rolu. [The role of class rules in classroom management in primary education]. Yasadikca Egitim Dergisi [Journal of Education for Life], 68, 22-26.
  • Ayotola, A., & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia Social and Behavioral Sciences, 1(2009), 953-957.
  • Azar, A. (2010). Ortaogretim fen bilimleri ve matematik ogretmen adaylarinin oz yeterlilik inanclari. [In-service and pre-service secondary science teachers' self-efficacy beliefs about science teaching]. ZKU Sosyal Bilimler Dergisi [Zonguldak Karaelmas University Journal of Social Sciences], 6(12), 235-252.
  • Balci, A. (2004). Sosyal bilimlerde arastirma, yontem, teknik ve ilkeler (4. Baski) [Research, methods, techniques and principles in social sciences (4th edition)]. Ankara: Pegem Akademi.
  • Bandura, A. (1977). Self efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84, 191–215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1994). Self-efficacy. In V.S. Ramachaudran (Ed.), Encyclopedia of human behavior (4), (pp. 71-81). Newyork: Academic Press.
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). Cambridge: Cambridge University Press.
  • Basar, H. (2005). Sinif yonetimi [Classroom management]. Ankara: Ani.
  • Bedir, D. (2011). Matematik ogretmenlerinin alanlarina yonelik oz-yeterlik algilari ile sinif yonetsel becerileri arasindaki iliski [Relationship between mathematics teachers' self-efficacy perceptions and classroom managerial skills]. Unpublished master’s thesis, Yeditepe University, Turkey.
  • Berkant, H. G., & Ekici, G. (2007). Sinif ogretmeni adaylarinin fen ogretiminde ogretmen oz-yeterlik inanc duzeyleri ile zeka turleri arasindaki iliskinin degerlendirilmesi [Evaluation the relationship between primary school teacher candidates’ teacher self-efficacy belief levels in science teaching and their intelligence types]. CU Sosyal Bilimler Enstitusu Dergisi [Cukurova University Institute of Social Sciences], 16(1), 113-132.
  • Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977 March). Federal Programs Supporting Educational Change. Vol. VII-Factors Affecting Implementation and Continuation (Report No. R-1589/7-HEW) Santa Monica, CA: The Rand Corporation (ERIC Document Reproduction Service No. 140 432).
  • Brouwers, A., & Toic, W. (2000 August). Disruptive student behavior, perceived self-efficacy and teacher burnout. Paper presented at the 108th Annual Meeting of the American Psychological Association, Washington, DC. ERIC Document Reproduction Service No. 450 120)
  • Bruce, C. D., Esmonde, I., Ross, J. A., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598–1608.
  • Bulut, I., & Oral, B. (2011). Fen, edebiyat, ilahiyat ve guzel sanatlar fakultesi mezunlarinin ogretmenlik meslegine iliskin oz-yeterlik algilari [Self-efficacy beliefs on teaching profession of faculty of theology, science and letters graduates who continue pedagogic formation program]. Inonu Universitesi Egitim Fakultesi Dergisi [Inonu University Journal of The Faculty Of Education], 12(3), 1-18.
  • Buyukozturk, S. (2011). Sosyal bilimler icin veri analizi el kitabi [Data analysis handbook for social science]. Ankara: Pegem Akademi Yayincilik.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S., & Demirel, F. (2017). Bilimsel arastirma yontemleri (23. Baski). [Scientific research methods (23rd edition)]. Ankara: Pegem Akademi.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490.
  • Celik, E. (2011). Ortaogretim cografya egitiminde sinif yonetimi [Secondary geography education classroom management]. Unpublished master’s thesis, Marmara University, Turkey.
  • Celikten, M., Sanal, M., & Yeni, Y. (2005). Ogretmenlik meslegi ve ozellikleri [Teaching profession and characteristics]. Erciyes Universitesi Sosyal Bilimler Enstitusu Dergisi [Erciyes University Social Sciences Institute Journal], 19(2), 207-237.
  • Cetin, B. (2013). Sinifta istenmeyen ogrenci davranislariyla ilgili sinif ogretmenlerinin karsilastiklari sorunlar ve cozum onerileri [Problems that class teachers faced in the classroom related to undesired behaviors and their solutions]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi [Ahi Evran University Kirsehir Faculty of Education Journal], 14(1), 255-269.
  • Chacon, C. T. (2005). Teachers' perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257-272.
  • Chang, Y. L. (2012). A study of fifth grades’ mathematics self-efficacy and mathematicals achievement. The Asia-Pacific Education Reseacher, 21(3), 519-525.
  • Coksak, F. (2006). Ogretmenlerin ders konularina uygun ortam hazirlama yeterlikleri. [Teachers' preparation competences the suitable environment for course subjects]. Unpublished master’s thesis, Marmara University, Turkey.
  • Croninger, R. G., King Rice, J., Rathbun, A., & Nishio, M. (2007). Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement. Economics of Education Review, 26, 312–324.
  • Cubukcu, Z., & Girmen, P. (2008). Ogretmenlerin sinif yonetimi becerilerine iliskin gorusleri [Teachers’ beliefs on their classroom management skills]. Turk Dunyasi Sosyal Bilgiler Dergisi [Journal of Social Sciences of the Turkic World], 44, 123-142.
  • Dede, Y. (2008). Matematik ogretmenlerinin ogretimlerine yonelik oz-yeterlik inanclari [Self-efficacy beliefs of mathematics teachers toward their teaching]. Turk Egitim Bilimleri Dergisi [The Journal of Turkish Educational Sciences], 6(4), 741-757.
  • Denise, H., & O’Neil, H. F. (1997). The role of parental expectation, effort, and Self-efficacy in the achievement of high and low track high school students in Taiwan. Poster presented at The Annual Meeting of the American Educational Research Association. Chicago, USA. Retrieved from http://files.eric.ed.gov/fulltext/ED415242.pdf
  • Dilekli, Y., & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151.
  • Dogan Burc, E. (2006). Ilkogretim okul ogretmenlerinin sinif yonetimi yeterlilikleri [Classroom management competences of primary school teachers]. Unpublished master’s thesis, Abant Izzet Baysal University, Turkey.
  • Eroglu, O. (2006). Izleme arastirmalari [Tracking research]. Unpublished master’s thesis, Ankara University, Ankara.
  • Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. Harvard Journal on Legislation, 28(2), 465–98.
  • Fidler, P. (2002). The relationship between teacher instructional techniques and characteristics and student achievement in reduced size classes. Los Angeles, CA: Los Angeles Unified School District. Retrieved from http://files.eric.ed.gov/fulltext/ED473460.pdf
  • Fuson, K. C., Kalchman, M., & Bransford, J. D. (2005). How students learn: mathematics in the classroom. In M. S. Donovan and J. D. Bransford, (Eds.), Mathematical understanding: An introduction (pp. 217-398). Washington D. C. : National Academies Press.
  • Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2017). The Relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral Disorders, 43(2), 302-315.
  • Galla, B. M., & Wood, J. J. (2011). Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality and Individual Differences, 52, 118-122.
  • Gibson, S., & Dembo, M. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76, 569-582.
  • Gulec, S., & Alkis, S. (2004). Ogretmenlerin sinif ortaminda kullandiklari davranis degistirme stratejileri [Teachers' behavioral change strategies in classroom environment]. Uludag Universitesi Egitim Fakultesi Dergisi [Journal of Uludag University Faculty of Education], 17(2), 247-266.
  • Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers’ self-efficacy, classroom quality, and children’s language and literacy gains. Teaching and Teacher Education, 26(4), 1094–1103.
  • Guven, S., & Akdag, M. (2002). Ilkogretim ikinci kademe ogretmenlerinin sinif yonetimi etkinliklerine iliskin ogrenci algilari [Student perceptions of elementary second level teachers regarding classroom management activities]. Kuram ve Uygulamada Egitim Yonetimi Dergisi [Educational Administration: Theory and Practice], 29, 69-80.
  • Helvaci, M. A., & Ozer, M. (2008). Turkce ogretmenlerinin sinif yonetme yeterliklerinin degerlendirilmesi (Usak ili ornegi) [The evaluation of the classroom management competences of Turkish teacher’s working at primary schools (Usak case)]. Gaziosmanpasa Universitesi Sosyal Bilimler Arastirmalari Dergisi [Gaziosmanpasa University Journal of Social Sciences Researches], 3(2), 1-23.

The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir)

Yıl 2018, Cilt: 7 Sayı: 3, 639 - 652, 15.07.2018
https://doi.org/10.12973/eu-jer.7.3.639

Öz

This study aims to evaluate elementary school math
teachers' self-efficacy beliefs about classroom management. With the aim of
investigating elementary school math teachers' self-efficacy beliefs about
classroom management, a classroom management self-efficacy scale was
developed.  The 5 point likert scale is composed of 46 items. The scale
was applied to 142 math teachers working at elementary schools in Diyarbakir
central district. Data were analyzed in terms of gender, seniority, classroom
population and weekly course load. To analyze the data, t-test, one way
variance analysis (ANOVA), Scheffe and LSD tests were used. The results showed
that the math teachers have a positive self-efficacy belief of classroom
management and that male teachers are better at maintaining discipline in
class. In addition, the research shows that teachers with more experience are better at course design and classroom management and that classroom population has an effect on math teachers' self-efficacy beliefs about classroom management.

Kaynakça

  • Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95–135.
  • Abdi, M. K. (2017). Institutional factors and student performance: A survey on public secondary schools in hargeisa city, somaliland. International Journal of Education and Research, 5(3), 45-54.
  • Agaoglu, E. (2008). Sinif yonetimi ile ilgili genel olgular [General facts about classroom management]. Zeki Kaya (Ed.), Sinif yonetimi [Classroom management], (pp. 1-42). Ankara: Pegem Akademi.
  • Ahn, H. S., Bong, M., & Kim, S. (2017). Social models in the cognitive appraisal of self-efficacy information. Contemporary Educational Psychology, 48, 149-166.
  • Akin, U. (2006). Ogretmenlerin sinif yonetim becerileri ile is doyumlari arasindaki iliski [The relationship between teachers' classroom management skills and job satisfaction]. Unpublished master’s thesis, Gaziosmanpasa University, Turkey.
  • Akkaya Celik, N. (2006). Ilkogretim okullarinda gorevli ogretmenlerin sinif yonetimi becerilerine iliskin algilari: Denizli ili ornegi [Perceptions of teachers in elementary schools about classroom management skills:Example of Denizli city]. Unpublished master’s thesis, Anadolu University, Turkey.
  • Akuzum, C., & Altunhan, M. (2017). Okul oncesi ogretmenlerinin sinif yonetimi becerileri ile kaynastirma egitimi yeterliklerinin incelenmesi [Examination of pre-school teachers’ classroom management skills and inclusive education proficiency]. Dicle Universitesi Ziya Gokalp Egitim Fakultesi Dergisi [Journal of Ziya Gokalp Faculty of Education], 31, 779-802.
  • Al Sensoy, S., & Sagsoz, A. (2015). Ogrenci basarisinin siniflarin fiziksel kosullari ile iliskisi [Relation between pupils academic achievement and pyhsical conditions of classrooms]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi [Ahi Evran University Kirsehir Faculty of Education Journal], 16(3), 87-104.
  • Allinder, R. M. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement. Remedial and Special Education, 16(4), 247–254.
  • Akpinar, B., & Ozdas, F. (2013). Ilkogretimde deger egitimine iliskin ogretmen gorusleri: Nitel bir analiz [Teachers’ views on value education at primary schools: A qualitative analysis]. Firat Universitesi Sosyal Bilimler Dergisi [Firat University Journal of Social Science], 23(2), 105-113.
  • Altinkurt, Y. (2003). Endustri meslek liselerinde gorev yapan ogretmenlerin sinif yonetimi cercevesinde iletisim ozelliklerinin belirlenmesi: (Eskisehir ili) [Determining the communication skills of teachers from the perspective of classroom management: (In Eskisehir)]. Unpublished master’s thesis, Anadolu University, Turkey.
  • Ardic, A. (2010). Ilkogretim okullarinda temizlik ve hijyen konusunda ogrenci, veli, ogretmen ve yonetici algilari [Student, parent, teacher and manager perceptions on cleaning and hygiene in primary schools], Ankara: Ministry of Education.
  • Arsal, Z., & Ozen, R. (2007). Sinif ogretmeni adaylarinin ogrenme stratejileri ve ogrenme bicimi tercihlerinin incelenmesi [Examining the learning strategies and learning style preferences of candidate classroom tecahers]. Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi [Abant Izzet Baysal University Journal of Faculty of Education], 7(2), 151-164.
  • Atici, M. (2000). Ilkogretimde sinif kurallarinin sinif yonetimindeki rolu. [The role of class rules in classroom management in primary education]. Yasadikca Egitim Dergisi [Journal of Education for Life], 68, 22-26.
  • Ayotola, A., & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia Social and Behavioral Sciences, 1(2009), 953-957.
  • Azar, A. (2010). Ortaogretim fen bilimleri ve matematik ogretmen adaylarinin oz yeterlilik inanclari. [In-service and pre-service secondary science teachers' self-efficacy beliefs about science teaching]. ZKU Sosyal Bilimler Dergisi [Zonguldak Karaelmas University Journal of Social Sciences], 6(12), 235-252.
  • Balci, A. (2004). Sosyal bilimlerde arastirma, yontem, teknik ve ilkeler (4. Baski) [Research, methods, techniques and principles in social sciences (4th edition)]. Ankara: Pegem Akademi.
  • Bandura, A. (1977). Self efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84, 191–215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1994). Self-efficacy. In V.S. Ramachaudran (Ed.), Encyclopedia of human behavior (4), (pp. 71-81). Newyork: Academic Press.
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). Cambridge: Cambridge University Press.
  • Basar, H. (2005). Sinif yonetimi [Classroom management]. Ankara: Ani.
  • Bedir, D. (2011). Matematik ogretmenlerinin alanlarina yonelik oz-yeterlik algilari ile sinif yonetsel becerileri arasindaki iliski [Relationship between mathematics teachers' self-efficacy perceptions and classroom managerial skills]. Unpublished master’s thesis, Yeditepe University, Turkey.
  • Berkant, H. G., & Ekici, G. (2007). Sinif ogretmeni adaylarinin fen ogretiminde ogretmen oz-yeterlik inanc duzeyleri ile zeka turleri arasindaki iliskinin degerlendirilmesi [Evaluation the relationship between primary school teacher candidates’ teacher self-efficacy belief levels in science teaching and their intelligence types]. CU Sosyal Bilimler Enstitusu Dergisi [Cukurova University Institute of Social Sciences], 16(1), 113-132.
  • Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977 March). Federal Programs Supporting Educational Change. Vol. VII-Factors Affecting Implementation and Continuation (Report No. R-1589/7-HEW) Santa Monica, CA: The Rand Corporation (ERIC Document Reproduction Service No. 140 432).
  • Brouwers, A., & Toic, W. (2000 August). Disruptive student behavior, perceived self-efficacy and teacher burnout. Paper presented at the 108th Annual Meeting of the American Psychological Association, Washington, DC. ERIC Document Reproduction Service No. 450 120)
  • Bruce, C. D., Esmonde, I., Ross, J. A., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598–1608.
  • Bulut, I., & Oral, B. (2011). Fen, edebiyat, ilahiyat ve guzel sanatlar fakultesi mezunlarinin ogretmenlik meslegine iliskin oz-yeterlik algilari [Self-efficacy beliefs on teaching profession of faculty of theology, science and letters graduates who continue pedagogic formation program]. Inonu Universitesi Egitim Fakultesi Dergisi [Inonu University Journal of The Faculty Of Education], 12(3), 1-18.
  • Buyukozturk, S. (2011). Sosyal bilimler icin veri analizi el kitabi [Data analysis handbook for social science]. Ankara: Pegem Akademi Yayincilik.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S., & Demirel, F. (2017). Bilimsel arastirma yontemleri (23. Baski). [Scientific research methods (23rd edition)]. Ankara: Pegem Akademi.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490.
  • Celik, E. (2011). Ortaogretim cografya egitiminde sinif yonetimi [Secondary geography education classroom management]. Unpublished master’s thesis, Marmara University, Turkey.
  • Celikten, M., Sanal, M., & Yeni, Y. (2005). Ogretmenlik meslegi ve ozellikleri [Teaching profession and characteristics]. Erciyes Universitesi Sosyal Bilimler Enstitusu Dergisi [Erciyes University Social Sciences Institute Journal], 19(2), 207-237.
  • Cetin, B. (2013). Sinifta istenmeyen ogrenci davranislariyla ilgili sinif ogretmenlerinin karsilastiklari sorunlar ve cozum onerileri [Problems that class teachers faced in the classroom related to undesired behaviors and their solutions]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi [Ahi Evran University Kirsehir Faculty of Education Journal], 14(1), 255-269.
  • Chacon, C. T. (2005). Teachers' perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257-272.
  • Chang, Y. L. (2012). A study of fifth grades’ mathematics self-efficacy and mathematicals achievement. The Asia-Pacific Education Reseacher, 21(3), 519-525.
  • Coksak, F. (2006). Ogretmenlerin ders konularina uygun ortam hazirlama yeterlikleri. [Teachers' preparation competences the suitable environment for course subjects]. Unpublished master’s thesis, Marmara University, Turkey.
  • Croninger, R. G., King Rice, J., Rathbun, A., & Nishio, M. (2007). Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement. Economics of Education Review, 26, 312–324.
  • Cubukcu, Z., & Girmen, P. (2008). Ogretmenlerin sinif yonetimi becerilerine iliskin gorusleri [Teachers’ beliefs on their classroom management skills]. Turk Dunyasi Sosyal Bilgiler Dergisi [Journal of Social Sciences of the Turkic World], 44, 123-142.
  • Dede, Y. (2008). Matematik ogretmenlerinin ogretimlerine yonelik oz-yeterlik inanclari [Self-efficacy beliefs of mathematics teachers toward their teaching]. Turk Egitim Bilimleri Dergisi [The Journal of Turkish Educational Sciences], 6(4), 741-757.
  • Denise, H., & O’Neil, H. F. (1997). The role of parental expectation, effort, and Self-efficacy in the achievement of high and low track high school students in Taiwan. Poster presented at The Annual Meeting of the American Educational Research Association. Chicago, USA. Retrieved from http://files.eric.ed.gov/fulltext/ED415242.pdf
  • Dilekli, Y., & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151.
  • Dogan Burc, E. (2006). Ilkogretim okul ogretmenlerinin sinif yonetimi yeterlilikleri [Classroom management competences of primary school teachers]. Unpublished master’s thesis, Abant Izzet Baysal University, Turkey.
  • Eroglu, O. (2006). Izleme arastirmalari [Tracking research]. Unpublished master’s thesis, Ankara University, Ankara.
  • Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. Harvard Journal on Legislation, 28(2), 465–98.
  • Fidler, P. (2002). The relationship between teacher instructional techniques and characteristics and student achievement in reduced size classes. Los Angeles, CA: Los Angeles Unified School District. Retrieved from http://files.eric.ed.gov/fulltext/ED473460.pdf
  • Fuson, K. C., Kalchman, M., & Bransford, J. D. (2005). How students learn: mathematics in the classroom. In M. S. Donovan and J. D. Bransford, (Eds.), Mathematical understanding: An introduction (pp. 217-398). Washington D. C. : National Academies Press.
  • Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2017). The Relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral Disorders, 43(2), 302-315.
  • Galla, B. M., & Wood, J. J. (2011). Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality and Individual Differences, 52, 118-122.
  • Gibson, S., & Dembo, M. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76, 569-582.
  • Gulec, S., & Alkis, S. (2004). Ogretmenlerin sinif ortaminda kullandiklari davranis degistirme stratejileri [Teachers' behavioral change strategies in classroom environment]. Uludag Universitesi Egitim Fakultesi Dergisi [Journal of Uludag University Faculty of Education], 17(2), 247-266.
  • Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers’ self-efficacy, classroom quality, and children’s language and literacy gains. Teaching and Teacher Education, 26(4), 1094–1103.
  • Guven, S., & Akdag, M. (2002). Ilkogretim ikinci kademe ogretmenlerinin sinif yonetimi etkinliklerine iliskin ogrenci algilari [Student perceptions of elementary second level teachers regarding classroom management activities]. Kuram ve Uygulamada Egitim Yonetimi Dergisi [Educational Administration: Theory and Practice], 29, 69-80.
  • Helvaci, M. A., & Ozer, M. (2008). Turkce ogretmenlerinin sinif yonetme yeterliklerinin degerlendirilmesi (Usak ili ornegi) [The evaluation of the classroom management competences of Turkish teacher’s working at primary schools (Usak case)]. Gaziosmanpasa Universitesi Sosyal Bilimler Arastirmalari Dergisi [Gaziosmanpasa University Journal of Social Sciences Researches], 3(2), 1-23.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

İlhami Bulut

Selcuk Topdemir

Yayımlanma Tarihi 15 Temmuz 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 7 Sayı: 3

Kaynak Göster

APA Bulut, İ., & Topdemir, S. (2018). The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir). European Journal of Educational Research, 7(3), 639-652. https://doi.org/10.12973/eu-jer.7.3.639
AMA Bulut İ, Topdemir S. The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir). eujer. Temmuz 2018;7(3):639-652. doi:10.12973/eu-jer.7.3.639
Chicago Bulut, İlhami, ve Selcuk Topdemir. “The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir)”. European Journal of Educational Research 7, sy. 3 (Temmuz 2018): 639-52. https://doi.org/10.12973/eu-jer.7.3.639.
EndNote Bulut İ, Topdemir S (01 Temmuz 2018) The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir). European Journal of Educational Research 7 3 639–652.
IEEE İ. Bulut ve S. Topdemir, “The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir)”, eujer, c. 7, sy. 3, ss. 639–652, 2018, doi: 10.12973/eu-jer.7.3.639.
ISNAD Bulut, İlhami - Topdemir, Selcuk. “The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir)”. European Journal of Educational Research 7/3 (Temmuz 2018), 639-652. https://doi.org/10.12973/eu-jer.7.3.639.
JAMA Bulut İ, Topdemir S. The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir). eujer. 2018;7:639–652.
MLA Bulut, İlhami ve Selcuk Topdemir. “The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir)”. European Journal of Educational Research, c. 7, sy. 3, 2018, ss. 639-52, doi:10.12973/eu-jer.7.3.639.
Vancouver Bulut İ, Topdemir S. The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir). eujer. 2018;7(3):639-52.