Improvement of Classroom Management Skills of Teachers Leads to Creating Positive Classroom Climate

Authors : Damla GÜZELDERE AYDIN, Şakire OCAK KARABAY

Pages : 10-25

Doi:10.24331/ijere.646832

View : 48 | Download : 9

Publication Date : 2020-01-01

Article Type : Research Paper

Abstract :This study aims to evaluate the effects of “Classroom Management Training Programme” on preschool teachers’ teaching styles regarding classroom management practices and children`s behaviors in the classroom atmosphere. For this study, thirty teachers were selected from the schools in İzmir by convenience sampling method. In this quasi-experimental study with a pre-test – intervention - post-test design, data was collected thorough Teaching Style Rating Scale insert ignore into journalissuearticles values(TSRS);, Classroom Atmosphere Rating Scale insert ignore into journalissuearticles values(CARS); and Semi-structured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group’s children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.selected from the schools in İzmir by convenience sampling method. In this quasi experimental study with a pre-test – intervention - post-test design, data was collected thorough Teaching Style Rating Scale insert ignore into journalissuearticles values(TSRS);, Classroom Atmosphere Rating Scale insert ignore into journalissuearticles values(CARS); and Semistructured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group’s children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.This study aims to evaluate the effects of “Classroom Management Training Programme” on preschool teachers’ teaching styles regarding classroom management practices and children`s behaviors in the classroom atmosphere. For this study, thirty teachers were selected from the schools in İzmir by convenience sampling method. In this quasi-experimental study with a pre-test – intervention - post-test design, data was collected thorough Teaching Style Rating Scale insert ignore into journalissuearticles values(TSRS);, Classroom Atmosphere Rating Scale insert ignore into journalissuearticles values(CARS); and Semistructured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group’s children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.This study aims to evaluate the effects of “Classroom Management Training Programme” on preschool teachers’ teaching styles regarding classroom management practices and children`s behaviors in the classroom atmosphere. For this study, thirty teachers were 
Keywords : Preschool Education, Classroom Management, Early Childhood Teacher

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