The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir)

Abstract

This study aims to evaluate elementary school math teachers' self-efficacy beliefs about classroom management. With the aim of investigating elementary school math teachers' self-efficacy beliefs about classroom management, a classroom management self-efficacy scale was developed. The 5 point likert scale is composed of 46 items. The scale was applied to 142 math teachers working at elementary schools in Diyarbakir central district. Data were analyzed in terms of gender, seniority, classroom population and weekly course load. To analyze the data, t-test, one way variance analysis (ANOVA), Scheffe and LSD tests were used. The results showed that the math teachers have a positive self-efficacy belief of classroom management and that male teachers are better at maintaining discipline in class. In addition, the research shows that teachers with more experience are better at course design and classroom management and that classroom population has an effect on math teachers' self-efficacy beliefs about classroom management.

The Spanish Version of the Teacher Efficacy for Inclusive Practice (TEIP) Scale: Adaptation and Psychometric Properties

“…In the field of inclusive education, self-efficacy translates into better work management and engagement, as well as greater security in one's ability to teach all students, including those with special educational needs. Teacher self-efficacy, according to Bandura (1997), is a context-specific construct that occurs within the boundaries of a particular situation (see Bulut & Topdemir, 2018;Mutlu et al, 2019), but is at the same time a multidimensional construct. Its components vary from three to six, including teacher instruction, classroom management, motivating and engaging students, and collaboration with teachers and parents (Bandura, 1997;Klassen et al, 2011;Skaalvik & Skaalvik, 2007).…”