Gender effect on classroom management skills and competencies of teachers: A meta-analysis study

Abstract

This study aims at determining the effect sizes of perceptions and opinions of teachers regarding classroom management skills and competencies according to their gender. 19 journal articles out of 28 journal articles specializing on teachers' classroom management skills and competencies in Turkey downloaded from the national thesis archives of Higher Education Institution appropriate to inclusion criteria are included in the study. Also, moderators which could not be included to the assessment of primary researches as publication type, publication year, region where study conducted, educational level, school type, scale type, branches of the teachers and gender of the researcher moderators were analyzed as variables. As a result, according to fixed effects model (d=0,149) and random effects model (d=0,133) in favor of female teachers, effect size was statistically significant. Moderator analysis revealed that publication type (p=0,001), type of scale (either ready or improved) (p=0,049) and validity and reliability studies (p=0,008) were found as moderators. Furthermore, effect sizes of researches showed that gender awareness included a continuing tendency over the years. Moderator analysis showed that school type (p=0,054), educational level (p=0,477), region where research was conducted (p=0,075), teachers' branches (p=0,257) and gender of the researchers were not considered as moderators. As a result, it is recommended not to use gender as an important independent variable in studies in relation to teachers' perceptions and opinions on classroom management skills and competencies.

Examination of Classroom Management Competencies of Faculty of Education Students

“…In addition, another variable that does not predict the classroom management competence level of faculty of education students is gender. When the literature is reviewed, there are both researches which indicate that the classroom management perception of teachers and faculty of education students differs significantly according to the gender variable (Andersen, 2011;Chudgar & Sankar, 2008;Demirtaş, Cömert & Özer, 2011;Erden, Aytaç & Erden, 2016;Khan, Khan & Majoka, 2011;Martin, Yin & Mayall, 2006;Sarfo, Amankwah, Sam & Konin, 2015;Yeşilyurt, 2013) and researches which indicate that there is not a significant difference between them (Kahyaoğlu &Yangın, 2007;Taşkaya & Uyar, 2017;Shoulders & Krei, 2015;Uslu & Avcı, 2016;Yılmaz & Aydın, 2015).…”

An Investigation into the Link between English Teachers’ Classroom Management and English Achievement at one Islamic Senior High School

“…Djigic and Stojiljkovic (2011) stated that classroom management refers to creating safe and stimulating learning environment. Erden, Aytac, and Erden (2016) argued that classroom management for teachers and students is not a state, but it is a process. Moreover, according to Borden (2013) management will help the day run more smoothly, along with lessons.…”

“…Santrock (2011) states that effective classroom management has two main goals: to help students spend more time on learning and less time on non-goal-directed activity, and to prevent students from developing academic and emotional problems. Furthermore, Erden, Aytac, and Erden (2016) also reveal that classroom management has aimed at creating cooperative work among learners and teachers as well as effective realization of teaching and learning process. In brief, the application of classroom management has an important role in managing the teachers and learners in teaching and learning activity.…”