The Relationship between Teachers’ Trust in Students and Classroom Discipline Beliefs

Abstract

This study was aimed to identify the relationship between teachers' trust in students and their classroom discipline beliefs. Correlational research design was used in this study. Participants of the study were 255 teachers who worked in Kocaeli, a city from the Marmara region of Turkey. Data were gathered with trust instrument which was developed by Mayer and Davis (1999), and beliefs about discipline inventory which was developed by Glickman and Tamashiro (cited in Wolfgang & Glickman, 1986). The relationship between teachers' trust in students and their beliefs about classroom discipline were tested using correlation technique. Results indicated that there was a moderate, negative relationship between teachers' trust in students and their scores of rules and consequences model; there was a low, positive relationship between teachers' trust in towards students and their scores of relationship-listening model; and there was a low, positive relationship between teachers' trust in students and their scores of confronting-contracting model.

Öğretmen Adaylarının Sınıfta Disiplin Modellerine İlişkin Tercihleri

“…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.…”

Developing the scale on discipline expectations of students: A validity and reliability study

“…When the literature regarding discipline in school is reviewed, to the researchers' knowledge, no study to reflect the expectations of students was found. In addition, some previous studies conducted in Turkey and other countries considered to be helpful to the theoretical infrastructure of the present study and scale development process are as follows: Preferences of Teacher Candidates regarding Discipline Models in Classroom [18], Investigation of Primary School Teachers' Perception of Discipline Types They Use for Classroom Management [19], Validity and Reliability Analysis of the Scale on Discipline Strategies in Physical Education for Turkish Students [20], Discipline Models of Ideal Teacher Candidates [21], The Relationship between Teachers and Trust of the Students and Classroom Discipline Beliefs [22], Discipline Problems Encountered by Class Teachers [23], The Relationship between Personality Traits of Teachers in Public High Schools and Their Discipline Styles [24], Developing School Discipline Implementations [25],Opinions of Teacher Candidates on Determination and Application of Classroom Rules [26], Opinions of Primary School Class Teachers on Discipline in Classroom [27], iscipline Models used by Primary School Class Teachers [28], The Impact of Discipline Models used by Primary School Class Teachers on Students [29], Discipline Models used by Teachers in Primary and Secondary Schools [30], Discipline Problems in Public High Schools and Approaches of Related Groups (Teachers, Students, Principals, Parents) [31], Approaches on which Classroom Management and Discipline Models are Based [10], Classroom Discipline and Students' Responsibility [32], Effective Discipline Scale Reflecting the Belief of Teachers regarding Discipline of Students [33].…”