Variables that predict classroom management anxiety and classroom management anxieties level of pre-service teachers

Authors

DOI:

https://doi.org/10.14527/pegegog.2018.025

Abstract

This study aims to determine level of pre-service teachers’ classroom management anxiety and variables predicting classroom management anxiety. The study is designed following relational screening model. Research study group consists of 468 high school students. Research data was collected via classroom management anxiety scale. Descriptive analyses, t-test and multivariate regression analyses were used to analyse data in this study. Classroom management anxieties of the education faculty students and the pedagogical training certificate program students were found to be at similar and low levels. It was identified in the study that classroom management, providing motivation, facing unexpected situations and management of hard groups dimensions varied significantly according to whether participants were students of education faculty or students of certification program; providing motivation and professional competence varied significantly according to participants’ bachelor’s degree programs. It was determined in the study that dimensions apart from establishing positive learning environment varied significantly according to gender; and perception of professional competence, providing motivation and management of difficult groups dimensions varied significantly according to whether participants had teaching experience. In addition, it was observed that bachelor’s degree program, experience and duration of experience together explained 18.00% of pre-service teachers’ classroom management anxiety.

Downloads

Download data is not yet available.

References

Aksaç, S. (2004). Ergenlerde stresle başa çıkma tarzları ile cinsiyet arasındaki ilişki. Türk Psikoloji Bülteni, 10 (34-35), 164-170.
Altunışık, R., Çoşkun, R., Bayraktaroğlu, S., & Yıldırım, E. (2010). Sosyal bilimlerde araştırma yöntemleri. Sakarya: Sakarya Yayıncılık.
Al-Zu'bi, Z. H. (2013). Classroom management problems among teacher students training at Hashemite University. European Journal of Business and Social Sciences, 2, 140-149.
Atılgan, H. (2006). Eğitimde ölçme ve değerlendirme. Ankara: Anı Yayıncılık.
Başar, H. (2001). Sınıf yönetimi. Ankara: Pegem Yayıncılık.
Başar, M., Ünal, M., & Yalçın, M. (2002). İlköğretim kademesiyle başlayan matematik korkusunun nedenleri. Retrieved August 03, 2017, from http://old.fedu.metu.edu.tr/ufbmek-5/b_kitabi/PDF/Matematik/Bildiri/t212d.pdf
Bozdam, A., & Taşğın, Ö. (2011). Öğretmen adaylarının mesleki kaygı düzeylerinin bazı değişkenler açısından incelenmesi. Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 13 (1), 44-53.
Brember, I., Brown, M., & Ralph, S. (2002). Gender‐related causes of stress in trainee teachers on teaching practice in the school of education, university of Manchester, UK, Westminster Studies in Education, 25 (2), 175-186. https://doi.org/10.1080/0140672020250207
Bullough, R. V. (1990). Personal history and teaching metaphors in preservice teacher education. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: Pegem Akademi.
Cüceloğlu, D. (2005). İnsan ve davranışı. İstanbul: Remzi Kitabevi.
Dilmaç, O. (2010). Görsel sanatlar öğretmeni adaylarının kaygı düzeylerinin çeşitli değişkenler açısından incelenmesi. Atatürk Üniversitesi Güzel Sanatlar Enstitüsü Dergisi, 24, 49-65
Doğan, T., & Çoban, A. E. (2009). Öğrencilerinin öğretmenlik mesleğine yönelik tutumları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi. Eğitim ve Bilim, 34 (153), 157-168.
Evertson, C. M., & Weinstein, C. S. (2006). Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.
Gal, N. (2006). The role of practicum supervisors in behaviour management education. Teaching and Teacher Education, 22, 377-393.
Geving, A. M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23 (5), 624-640.
Good, T. L., & Brophy, J. E. (2000). Control theory in the classroom. New York: Longman.
Goyette, R., Dore, R., & Dion, E., (2001). Pupils’ misbehaviors and the reactions and causal attributions of physical education student teachers: A sequential analysis. Journal of Teaching in Physical Education, 20 (1), 3-14.
Hammond Stoughton, E. (2007). How will I get them to behave? Pre service teachers reflect on classroom management. Teaching and Teacher Education, 23, 1024-1037.
Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60 (8), 30-33.
Işık, A., Çiltaş, A., & Bekdemir, M. (2008). Matematik eğitiminin gerekliliği ve önemi. Kazım Karabekir Eğitim Fakültesi (KKEF) Dergisi, 17, 174-184.
Işık, E. (1996). Nevrozlar. Ankara: Kent Matbaası.
İncebacak, B., & Ersoy, E. (2016). Matematik neden beni kaygılandırır?. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 13 (25), 1-15.
Jones, F. (2007). Tools for teaching: Discipline instruction motivation. Santa Cruz, CA: Fredric H. Jones & Associates.
Jones, V., & Jones, L. (2007). Comprehensive classroom management-Creating communities of support and solving problems. Boston: Pearson.
Lampadan, N. (2014). Understanding the causes of anxiety and coping strategies of student teachers during their internship: A phenomenological study. Catalyst, 10 (2), 34-45.
Lemlech, J. K. (1999). Classroom management: Method and techniques for elementary and secondary teachers. Illinois: Waveland Press, Inc.
Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005). Teachers' classroom discipline and student misbehaviour in Australia, China, and Israel. Teaching and Teacher Education, 21, 729-741.
Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayıncılık
Karasar, N. (2009). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Ankara: 3A Araştırma Eğitim Danışmanlık Ltd.
Kaya, E., & Yıldırım, A. (2014). Science anxiety among failing students. İlköğretim Online, 13 (2), 518-525.
Martin, N. K., & Shoho, A. R. (2000). Teacher experience, training, and age: The influence of teacher characteristics on classroom management style. Paper presented at the annual meeting of the Southwest Educational Research Association. Dallas, TX. Retrieved August 05, 2017, from http://files.eric.ed.gov/fulltext/ED440963.pdf
MEB (2015). PISA 2012 Türkiye ulusal nihai raporu. Ankara: EARGED.
Mishra, S. K., & Yadav, B. (2013). Job anxiety and personality adjustment of secondary school teachers in relation of gender and types of teacher. Educational Research International, 1 (1), 105-126.
Montgomery, C., & Rupp, A. R. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28 (3), 458-486.
Morris-Rothschild, B. K., & Brassard, M. R. (2006). Teachers’ conflict management styles: The role of attachment styles and classroom management efficacy. Journal of School Psychology, 44, 105-121.
Morton, L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). The British psychological society student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology, 67, 69-89.
OECD. (2013). PISA 2012 results: (Volume I). OECD Publishing.
Oral, B. (2012). Student teachers’ classroom management anxiety: A study on behavior management and teaching management. Journal of Applied Social Psychology, 42 (12), 2901-2916.
Önder, E., & Karataş, Z. (2016). Developing classroom management anxiety scale and analysis of psychometric properties of the scale. Global Journal of Psychology Research: New Trends and Issues, 6 (2), 76-87.
Öztürk, M. (2014). Generating teacher development models from context-specific predicaments of new teachers in induction period. Procedia-Social and Behavioral Sciences, 116, 206-211.
Plotnick, R. (2009). Psikolojiye giriş. İstanbul: Kaknüs Yayınları.
Punch, K. F., & Tuettemann, E. (1990). Correlates of psychological distress among secondary school teachers. British Educational Research Journal, 16 (4), 369-383.
Rieg, S. A., Paquette, K. R., & Chen, Y. (2007). Coping with stress: An investigation of novice teachers' stressors in the elementary classroom. Education, 128, 211-226.
Saban, A., Korkmaz, İ., & Akbaşlı, S. (2004). Öğretmen adaylarının mesleki kaygıları. Eğitim Araştırmaları Dergisi, 17, 198-209.
Sayar, K., Solmaz, M., Öztürk, M., Özer, A., & Arıkan, M. (2000). Yaygın sosyal fobi hastalarında çekingen kişilik bozukluğu ve psikopatolojiye etkileri. Klinik Psikiyatri, 3, 163-169.
Sipahi, B., Yurtkoru, E. S., & Cinko, M. (2008). Sosyal bilimlerde SPSS ile veri analizi. İstanbul: Beta Basım Yayım Dağıtım A.Ş.
Sümbüloğlu, K., & Akdağ, B. (2007). Regresyon yöntemleri ve korelasyon analizi. Ankara: Hatipoğlu yayınları.
Taşdan, M., & Kantos, Z. E. (2007). Sınıf yönetimi ve disiplin. In Z. Cafoğlu (Eds), Sınıf yönetimi (pp. 9-42). Ankara: Grafiker Yayınları.
Taşğın, Ö. (2006). Beden eğitimi ve spor yüksekokulunda okuyan öğretmen adaylarının mesleki kaygı düzeylerinin bazı değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 14 (2), 679-686.
Tümerdem, R. (2007). Dicle üniversitesi eğitim fakültesi ve fen edebiyat fakültesi kimya son sınıf öğrencilerinin kaygılarını etkileyen etmenler. Elektronik Sosyal Bilimler Dergisi, 6 (20), 32-45.
Ulvik, M., Smith, K., & Helleve, I. (2009). Novice in secondary school-the coin has two sides. Teaching and Teacher Education, 25, 835-842.
Vaezi, S., & Fallah, N. (2011). The relationship between self-efficacy and stress among Iranian EFL teachers. Journal of Language Teaching and Research, 2 (5), 1168-1174. https://doi.org/10.4304/jltr.2.5.1168-1174
Wagner, L. A. (2009). Occupational stress and coping resources of K-12 probationary teachers. Unpublished doctoral dissertation, University of Denver, Colorado.
Woodcock, S., & Reupert, A. (2012). A cross-sectional study of student teachers' behaviour management strategies throughout their training years. Australian Educational Researcher, 39, 159-172.
Zhai, F., Raver, C. C., & Li-Grining, C. P. (2011). Classroom-based interventions and teachers' perceived job stressors and confidence: Evidence from a cluster randomized controlled trial in head start settings. Early Childhood Research Quarterly, 26, 442-452.

Downloads

Published

2018-06-12

How to Cite

Önder, E., & Önder Öz, Y. (2018). Variables that predict classroom management anxiety and classroom management anxieties level of pre-service teachers. Pegem Journal of Education and Instruction, 8(4), 645–664. https://doi.org/10.14527/pegegog.2018.025