Development of Classroom Management Scale for Science TeachersReport as inadecuate




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Universal Journal of Educational Research, v4 n9 p1950-1957 2016

Students cannot learn in chaotic, badly managed classrooms. In the first years of teaching experiences, teachers revealed that novice teachers came to recognize the importance of discipline skills and classroom management for effective instruction. The purpose of the study was (i) to develop Science teachers' views towards classroom management scale and (ii) to determine science teachers' views towards classroom management. Further, identifying the views of the science teachers on people management, behavior management and instructional management were purposes of the study. In total 130 secondary school science teacher candidates (Physics and Biology pre-service teachers) voluntarily participate in the study. Results of the exploratory factor analysis (EFA) showed that 3-factor structure. After that, another data set was constituted for Confirmatory Factor Analysis. In total 253 elementary school science teachers' responses were included the data analysis process. For the main study, 3 cities (Sanliurfa, Usak and Afyon) were determined from a larger population. Convenience sampling was used. Teachers' teaching experience and gender do not have a statistically significant effect on people management, behavior management and instructional management.

Descriptors: Foreign Countries, Classroom Techniques, Measures (Individuals), Behavior Rating Scales, Rating Scales, Test Construction, Science Teachers, Factor Analysis, Attitude Measures, Secondary School Teachers, Factor Structure, Teacher Attitudes, Multivariate Analysis, Gender Differences, Statistical Analysis

Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor[at]hrpub.org; Web site: http://www.hrpub.org





Author: Temli-Durmus, Yeliz

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2436&id=EJ1113869



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