The relationship between critical thinking abilities and classroom management skills of high school teachers

Abstract

High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking abilities of high school teachers and the relationships between classroom manangement skills and critical thinking abilities. A total of 212 high school teachers from Ankara, Turkey participated in the study. Data collection tools included two instruments: The Classroom Management Ability Scale (CMAS) and the California Critical Thinking Disposition Inventory (CCTDI). The results of the study indicated that teachers had positive beliefs about their classroom management skills critical thinking abilities. However, the findings also showed that there were not any significant relationships between classroom management skills and critical thinking abilities of high school teachers.

Critical Thinking – the Basic Competency for Leadership in the 21st century

“…Critical thinking is considered the highest level of mental activity. It allows us to make useful decisions and plan the next steps (Seyithan, 2015). Critical thinking is a skill as well as a process (Facione, 2011).…”

“…These two aspects are complemented and completed by the third aspect: the cultivation and development of critical thinking. However, it is not just about mastering the critical thinking algorithm but also applying the opinions gained through critical thinking to professional and everyday life situations (Seyithan, 2015).…”

“…To use their and competitors' systems resources and competencies. Achieving these qualities results from quality education, with the parallel application of critical thinking (Seyithan, 2015). Therefore, the requirements for educators and lecturers are increasing.…”

February

“…aprender cosas nuevas) y corresponde a un tipo de motivación que podemos clasificar dentro de una orientación intrínseca por su alto grado de autodeterminación (Ryan & Deci, 2017). Esta noción ha sido identificada como una de las disposiciones clave para el pensamiento crítico en donde la búsqueda de estos nuevos conocimientos va más allá de una búsqueda pragmática o utilitarista (Demirdag, 2015;Powell, Nettelbeck, & Burns, 2016;Watson, 2017). La curiosidad, el interés y la motivación intrínseca son elementos clave en el desarrollo de la competencia, el conocimiento y el expertise (Silvia & Kashdan, 2009).…”