Investigation of Primary School Teachers’ Perception of Discipline Types They Use for Classroom Management

Abstract

The objective of this study is to examine the primary school teachers' the perceptions of discipline types they use for classroom management; and also to find out if there is a statistically significant difference between the perceptions of discipline types used in classroom management according to the demographic characteristics of primary school teachers.The research is prepared in accordance with the survey model. Population consists of primary school teachers working in İstanbul province in 2015-2016 academic years. As for the sample, it consists of 275 primary school teachers working in Bağcılar, Bahçelievler, Başakşehir, Gaziosmanpaşa and Küçükçekmece districts in İstanbul province in 2015-2016 academic years. Data were collected through "personal information form" and "discipline types that teacher use for classroom management scale". Data were analyzed with SPSS and frequency, percentage, t-test, Mann Whitney-U Test, Kruskal Wallis-H Test were used.As a result of the study, it was found out that the total perception of primary school teachers regarding the sub-dimensions of the types of discipline they use in classroom management, and their perception of the sub-dimensions of preventive discipline, supportive discipline and corrective discipline are at the level of "totally agree (always)". In general, teachers use all three types of discipline in classroom management. It was seen that primary school teachers prefer most the preventive discipline approach in classroom management, which is followed by the supportive discipline approach. The types of discipline used by primary school teachers in classroom management do not vary significantly by the variables of gender, age, education status and professional seniority. The perceptions of the primary school teachers working at private schools of preventive discipline are higher than those of the primary school teachers working at a state school. Widowed teachers prefer the preventive discipline and corrective discipline practices more than single, married and divorced teachers. Teachers who worked at their school for 16-20 years prefer supportive discipline practices more than teachers who worked at their school for 1-3 years, 4-7 years, 8-10 years and 11-15 years. Teachers who worked at their school for 16-20 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years, 4-7 years, and 8-10 years. Furthermore, teachers who worked at their school for 11-15 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years.

Öğretmen Adaylarının Sınıfta Disiplin Modellerine İlişkin Tercihleri

“…It can be said that these results support the research findings. In the study of Bayraktar and Doğan (2017), it was found out that the class teachers preferred the preventive discipline approach as the first discipline model. It can be argued that this is similar to research findings.…”

“…Sınıfta disiplin konusunda literatür taraması sonucunda, sınıf yönetimi sınıfta disiplin konusuyla ilgili olarak;ideal öğretmen adaylarının disiplin modelleri (Kentli, 2016), öğretmenlerin sınıfta kullandıkları disiplin modelleri (Kayabaşı ve Cemaloğlu, 2007), sınıf yönetimi ve dışlayıcı disiplin stratejileri (Mitchellve Bradshaw, 2013), sınıf öğretmenlerinin karşılaştıkları disiplin problemleri (Sadık ve Arslan, 2015), sınıf öğretmenleri tarafından kullanılan sınıf disiplin türleri (Bayraktar ve Doğan, 2017), öğretmenlerin öğrencilerin güvenleri ile sınıf disiplin inançları arasındaki ilişki (Arslan ve Polat, 2016), sınıf yönetimi ve disiplin modellerinin dayandığı yaklaşımlar (Aksoy, 2001), sınıf disiplini ve öğrenci sorumluluğu (Lewis, 2001), okul disiplin uygulamaları (Osher, Bear, Sprague ve Doyle, 2010) gibi çalışmalar yapılmışken öğretmen adaylarının sınıfta disiplin modelleriyle ilgili görüşleri konusundadirekt bir araştırmaya rastlanmamıştır. Bu nedenle sınıf yönetimi ve sınıfta disiplin modellerinin öğretmenler adaylarının sınıf yönetimi, sınıfta disiplin problemlerini önleme ve öğrenmeyi sağlama yönlerinden önemli olacağı umulmaktadır.…”

“…As a result of reviewing literature on discipline models in the class, in relation to discipline models in class management class; disciplinary models used by class teachers (Bayraktar & Doğan, 2017), disciplinary models of ideal teacher candidates (Kentli, 2016), disciplinary models teachers use for class (Kayabaşı & Cemaloğlu, 2007), classroom management and exclusionary discipline strategies (Mitchell & Bradshaw, 2013), disciplinary problems faced by classroom teachers (Sadık & Arslan, 2015),the relationship between teachers' trust of students and class discipline beliefs (Arslan & Polat, 2016), approaches based on classroom management and discipline models (Aksoy, 2001), class discipline and student responsibility (Lewis, 2001), discipline practices at school (Osher, Bear, Sprague & Doyle, 2010) etc. There was no direct research on the discipline models of the teacher candidates in the class, while the teachers were working on the relations between the students' trust and class discipline beliefs.…”

Investigating the views of high school teachers about classroom management<p>Lise öğretmenlerinin sınıf yönetimine ilişkin görüşlerinin incelenmesi

“…Bu çok doğal bir durumdur çünkü her sınıfın kendine has bir yapısı vardır ve öğretmenler sınıflarını yönetirken sınıf ortamıyla ilgili özellikleri göz önünde bulundurmalıdır (Weinstein, 1996). Bu nedenle öğretmenlerin sınıflarını nasıl yönettikleri yıllardır birçok araştırmaya konu olmakta (Arbuckle& Little, 2004;Çankaya & Çanakçı, 2011;Çetin, 2013;Çubukçu & Girmen, 2008;Dağlı & Baysal, 2011;Ding, Li, Li & Klum, 2009;Ekici, 2008;Little, 2005;Sadık, 2016;Şahin & Arslan, 2014;Tulley & Chiu, 1998;Vatansever Bayraktar & Doğan, 2017;Yıldırım, 2012), öğretmenlerin yönetim davranışları farklı açılardan incelenerek eğitsel açıdan uygunluğu tartışılmaktadır (Akın & Koçak, 2007;Çelikkaleli & İnandı, 2012;Gatbonton, 2008;Güvenç &Güvenç, 2014;Güvenç, 2012;Kunter, Baumert & Köller, 2007;Okut, 2011;O'Neil & Stephenson, 2013;Reeve, 2009, Wubbels, 2011.…”

Pembinaan Kedisiplinan Siswa melalui Penguatan Pendidikan Karakter di Sekolah Dasar

“…Pelaksanaan pendidikan karakter haruslah melibatkan peran aktif seluruh warga sekolah, baik dari segi penyusunan program yang mencerminkan nilai karakter, memberikan contoh yang baik bagi peserta, serta melakukan evaluasi kegiatan. Hal ini sejalan dengan pendapat (Anggraini & Kusniarti, 2016) yang menyatakan bahwa pendidikan karakter akan dapat berjalan dengan baik dan berhasil apabila seluruh stakeholder dapat bekerjasama dengan baik.…”