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Asia-Pacific Forum
on Science Learning and Teaching, Volume 10, Issue 2, Article 6
(Dec., 2009) |
Pre-service secondary science and mathematics teachers’ classroom management styles in Turkey
Kürşad YILMAZ
Department of Educational Administration
Faculty of Education, Dumlupınar University
Kütahya, TURKEYEmail: kursadyilmaz@gmail.com
Received 17 Sept., 2009
Revised 7 Dec., 2009
Contents
- Abstract
- Introduction
- Method
- Results
- Table 1: Descriptive Statistics on Classroom Management Styles of the Pre-service Secondary Science and Mathematics Teachers
- Table 2. Comparison ofclassroom management styles of pre-service secondary science and mathematics teachersaccordingtogender
- Table 3. Comparison ofclassroom management styles of pre-service secondary science and mathematics teachersaccordingtofield of study
- Conclusion and Discussion
- References
The aim of this study is to determine Pre-service secondary science and mathematics teachers’ classroom management styles in Turkey. In addition, differences in pre-service secondary science and mathematics teachers’ classroom management styles by gender, and field of study were examined. In the study, the survey model was employed. The research data was gathered using the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998). The ABCC Inventory was adapted into Turkish by Savran (2002). The research group consisted of 204 pre-service secondary science and mathematics teachers. Data was analyzed by utilizing descriptive statistics, t-tests and ANOVA. Results revealed that pre-service secondary science and mathematics teachers had non-interventionist styles on the People Management subscale, whereas they had interventionist styles on the Instructional Management subscale.
Keywords: Classroom management styles, pre-service secondary science and mathematics teachers, Turkey
