Preschool teachers’ views about classroom management models

Investigation of the Relationship Between Self-Efficacy Belief and Classroom Management Skills of Preschool Teachers with Other Variables

“…Previous studies examined teachers' self-efficacy belief levels by some variables (Guo et al, 2010;Gömleksiz & Serhatlıoğlu, 2013;Kadim, 2013;Şenol & Ergün, 2015;Yılmaz et al, 2016;Gökmen et al, 2016). Similarly, some studies revealed that many variables affected the classroom management skills of preschool teachers (Filcheck, Mcneil, Greco, & Bernard, 2004;Denizel Guven & Cevher, 2005;Gezgin, 2009;Tal, 2010;Akgün et al, 2011;Carlson, Tiret, Bender, & Benson, 2011;Nur, 2012;Yeşilay Daşıran, 2013;Keles, 2013;Degol & Bachman, 2015;Dinçer & Akgün 2015;Adıgüzel, 2016;Toran & Gençgel Akkuş, 2016;Zembat, Tunçeli, & Akşin Yavuz, 2017;Sadık & Dikici Sığırtmaç, 2016;Aküzüm & Altunhan, 2017;Metin, Aydoğan, Kavak, & Mercan, 2017;Ekici, Günhan, & Anılan, 2017;Şahin-Sak, Sak, & Tezel-Şahin, 2018).…”

Preschool teachers’ preparation programs in Turkey: A multi-level analysis of variables on classroom management models

“…Teachers with the right classroom management strategies are more likely to achieve targeted learning outcomes (Emmer & Stough, 2001). Teachers implement classroom management models and strategies to eliminate undesired behavior (Martin & Sass, 2010; Şahin-Sak, İ. T., Sak, R., & Tezel-Şahin, 2018). Such models help teachers manage the class and grant students some rights.…”

“…Behavior management is understudied in Turkey. One of them associates preschool teachers' classroom management skills with behavioral management models (Şahin- Sak et al, 2018), while a few others address classroom rules (Akar et al, 2010;Zembat, Tunçeli & Akşin Yavuz, 2017).…”

“…than men (Aylor, 2003). However, numerous earlier studies have argued that male and female preservice teachers do not differ in the way they choose behavior management models (O'Neill & Stephenson, 2012;Şahin-Sak et al, 2018) and interact with children (Brandes et al, 2015;Sak, Şahin Sak & Yerlikaya 2015;Toran & Gençgel Akkuş, 2016).…”

“…Preschool teachers in many countries use rewards and punishments to manage their classrooms (Balli, 2011;Ozmon & Craver, 2008;Şahin-Sak et al, 2018) because preschool education programs instruct them to condition students for desired behavior and rules (Dicke et al, 2015;MoNe, 2013;Oliver & Reschly, 2007). Teachers use CDM and BCT to regulate their students' behavior, engage them in educational activities, and reduce their destructive behavior through rewards and punishments (Wollf et al, 2017).…”