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Asia-Pacific Forum on Science Learning and Teaching, Volume 10, Issue 2, Article 6 (Dec., 2009) Kürşad YILMAZ Pre-service secondary science and mathematics teachers’ classroom management styles in Turkey |
The purpose of the present study is to determine classroom management styles of pre-service secondary science and mathematics teachers. In this research pre-service secondary science and mathematics teachers who are studying in a one-year master’s program. Findings were evaluated accordingly. According to the findings obtained from the study, pre-service secondary science and mathematics teachers have an interventionist style on dimension of instructional management. On the other hand, pre-service secondary science and mathematics teachers were found to be scored non-interventionist on dimension of people management. In similar studies (Savran et al. 2006; Savran and Çakıroğlu, 2003, 2004, 2007), the same results were recorded. The instructional management dimension includes such aspects as monitoring seatwork, structuring daily routines and allocating materials. The extent in which these tasks are managed contributes to the general classroom atmosphere and management style (Martin et al., 1998; Savran and Çakıroğlu, 2004).
Teachers who support high-level control consider students as ordinary, irresponsible, undisciplined individuals who need to be controlled by limitations based on scolding because of their clothes, physical appearance, behaviors and social status of their families. Teachers with this orientation do not tend to understand student behaviors. They emphasize moral conditions instead. Wrong behaviors are taken personally and relationships with students are private as much as possible (Willover et al., 1967; Hoy and Forsyth, 1986; Lunenburg and Mankowsky, 2000; Hoy, 2001; Hoy and Miskel, 2001). It can be said that Theory X from McGregor (1960) forms the basis of such a classroom management style. According to Theory X, humans do not like work by nature and refrain work as much as possible. It is necessary to motivate, reward, control or punish (when needed) one’s work, since human does not like work by nature. Generally, people tend to refrain from responsibilities and would like to be oriented and directed instead of directing. Individuals particularly seek job security (English, 1992; Sergiovanni and Starratt, 1993; Lunenburg and Ornstein, 2000; Hanson, 2003; Ponticell, 2006; Skidmore, 2006). When Theory X is interpreted in terms of classroom management, it reflects a pessimistic point of view about student nature. Accordingly, students need external control.
On the other hand, pre-service secondary science and mathematics teachers have a non-interventionist style in the people management dimension. The people management dimension includes teacher-student relationships and what teachers believe about students as persons and what teachers do to develop the teacher-student relationship. They give students opportunities to create their own daily routines, to judge the quality of their own work, to pursue their own interests and to select their own seats (Martin et al., 1998; Savran and Çakıroğlu, 2004).
Non-interventionist classroom management style calls the humanistic approach to mind. In the humanistic approach, student learning and behaviors are handled psychologically and sociologically, rather than morally. In the humanistic view, socio-psychological senses developed by Fromm are used (Hoy, 1969). In this view, shy children are considered equal to active and problematic children. Humanistic teachers are optimistic, and they fulfill positive expectations of respect and friendship by establishing close personal relationships with students. Teachers guide self-discipline, instead of imposing discipline (Willover et al., 1967; Hoy and Forsyth, 1986; Lunenburg and Mankowsky, 2000; Hoy, 2001; Hoy and Miskel, 2001). This approach enables teachers to create a democratic classroom environment and a warm climate. In such an environment, students express themselves more easily and creative and critical thinking flourish. As a result of the classroom management approach, student needs are considered and met more often.
It can be said that Theory Y from McGregor (1960) forms the basis of such a classroom management style. According to Theory Y, for every human being, working is a desire which is as natural as relaxing and having fun. Working itself could be a source of satisfaction for an individual. External control and punishment alone might not cause an individual to achieve his organizational goals. A person could achieve his goals through self-management and self-control. Delegating responsibilities and giving authorities to individuals creates a chance for them to show their personalities and personal abilities. Therefore, such satisfaction eventually enables them to achieve their organizational goals. People can learn not only to take, but also to seek, responsibility under favorable conditions. Refraining from responsibility is not a constant quality in human nature (English, 1992; Sergiovanni and Starratt, 1993; Lunenburg and Ornstein, 2000; Hanson, 2003; Ponticell, 2006; Skidmore, 2006). When Theory Y is interpreted in terms of classroom management, it reflects optimistic point of view about student nature. This approach attaches importance to internal control. According to Theory Y, teachers should make students have self-control, instead of controlling them. Today, if teachers are expected to teach students how to learn, then classroom management style must be in a non-interventionist, humanistic style. Critical and creative thinking power which is expected from modern individuals is only possible in a democratic classroom environment.
It is contradicting that pre-service secondary science and mathematics teachers have an interventionist style in the instructional management dimension, whereas they have a non-interventionist style in the people management dimension. Observing classroom management style holistically, they should have the same style in each dimension. The reason for pre-service secondary science and mathematics teachers having an interventionist style in the instructional management dimension could be due to the fact that they did not start teaching, as most of pre-service teachers and new teachers have certain troubles in classroom management (Walters and Frei, 2007). Pre-service teachers or new teachers generally believe they can provide efficient teaching by over-controlling. In case of failure in classroom management, pre-service teachers generally prefer an interventionist style, thinking they will be unsuccessful in other educational activities.
The items that pre-service secondary science and mathematics teachers agreed upon most and least among the items included in the scale enlighten the styles in these two dimensions. The items with which pre-service secondary science and mathematics teachers agreed upon most and least in the instructional management dimension are those that highlighted control and rules. The items that pre-service secondary science and mathematics teachers agreed upon most and least in the people management dimension are those that provided students with emancipation attached importance to internal control mechanisms and concerned with student interests and abilities.
It was determined that classroom management styles of pre-service secondary science and mathematics teachers did not differ according to gender. In other research, it was determined that classroom management styles of pre-service secondary science and mathematics teachers did not differ according to gender (Savran and Çakıroğlu, 2003, 2004, 2007). There have been further studies showing that classroom management styles of pre-service teachers from various fields did not differ according to gender (Yalçınkaya and Tonbul, 2002; Yılmaz and Huyugüzel-Çavaş, 2008).
However, according to the literature, male teachers are more controlling, authoritarian, compelling and aggressive, when compared to female teachers (Savran and Çakıroğlu, 2004). Research consistently reveals that males are more likely to take control of conversation by choosing the topic, interrupting more and speaking for longer duration (Zaremba and Fluck, 1995). On the other hand, women are more likely to use helplessness as a way of influencing others (Martin and Yin, 1997).
There have been studies that show differences in classroom management styles according to gender (Matin and Yin, 1997; Terzi, 2001; Yalçınkaya and Tonbul, 2002; Altay, 2003; Kuğuoğlu, 2004; Özata, 2004; Yeşilyurt and Çankaya, 2008), as well as others that find no differences (Doğan-Burç, 2006; Akın, 2007). Accordingly, it might be suggested that classroom management styles of teachers are influenced by variables other than gender. These variables include school size, classroom size, teacher perception of self-efficacy and the quality of teacher-student interaction.
Classroom management styles of pre-service secondary science and mathematics teachers do not differ according to department. In both dimensions, department means of secondary education pre-service science teachers are very similar. The fact that pre-service secondary science and mathematics teachers taught the classroom management lesson in the same fashion could be influential in this instance.
