Novice teachers’ classroom management self efficacy beliefs
Keywords:
Novice teacher, classroom management, classroom management self efficacy beliefsAbstract
This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.
Downloads
Metrics
References
Arends, I. R. (1997). Classrooom instruction and management. Newyork: McGrawHill.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: WH Freeman and Company.
Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science, 7(2), 175-183. http://dx.doi.org/10.1037/a0038547
Burden, P. R. (1982). Implications of teacher career development: New roles for teachers, administrators, and professors. Retrieved from ERIC database. (ED 223 609).
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
Çakmak, M. (2013). Learning from teaching experiences: Novice teachers’ thoughts. Hacettepe University Journal of Education, Special issue 1, 55-67.
Çetin, Ş. (2013). Öğretmen adaylarının sınıf yönetimi konusundaki öz yeterlik inançlarını belirleme ölçeği (SYÖİÖ) geliştirme çalışması. [Development of a scale to measure prospectıve teachers’ self-effıcacy belıefs regardıng classroom management (cmses)] Turkish Studies, 8 (12), 299-310.
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60(8), 7-13.
Demirtaş, H., Cömert, M. & Özer, N. (2011). Pre-service teachers’ self efficacy beliefs and attitudes towards profession, Education and Science, 36 (159),96-111.
Giallo, R., & Little, E. (2003). Classroom behavior problems: The relationship betweenpreparedness, classroom experiences, and self-efficacy in graduate and student teachers. Australian Journal of Educational & Developmental Psychology, 3, 21-34.
Hicks, S. D. (2012). Self-efficacy and classroom management: a correlation study regarding the factors that influence classroom management. (Unpublished doctoral dissertation). Liberty University, Lynchburg, VA.
Korkmaz, İ., & Saban, A. (2004). Göreve yeni başlayan sınıf ögretmenlerinin karsılaştıkları güçlükler. [professional challenges encountered by beginning classroom teachers] Kuram ve Uygulamada Eğitim Yönetimi, 55, 266-277.
O'Neill, S. C., & Stephenson, J. (2011). The measurement of classroom management self‐efficacy: A review of measurement instrument development and influences Educational Psychology. Journal of Experimental Educational Psychology, 31(3), 261-299.
Özder, H. (2011). Self-efficacy beliefs of novice teachers and their performance in the classroom. Australian Journal of Teacher Education, 36(5), 1-15.
Öztürk, M., & Yıldırım, A. (2013). Adaptation challenges of novice teachers. Hacettepe University Journal of Education, 28(1), 294-307.
Rosas, C., & West, M. (2009). Teachers beliefs about classroom management: Pre-service and in-service teachers’ beliefs about classroom management. International Journal of Applied Educational Studies, 5(1),54-61.
Saklofske, D. H., Michayluk, C. O. ve Randhawa, B. S. (1988). Teacher efficacy and teaching behaviors. Psychological Social Behavior and Personality, 5, 465-472.
Saracaloğlu, S., Yenice, N. & Özden, B. (2013). An analysis of prospective science, social sciences and primary school teachers’ self-efficacy perceptions and focus of academic control, Pamukkale University Journal of Education, (2013/II), 227-250.
Shohani, S., Azizifar, A., & Kamalvand, A. (2014). The relationship between novice and experienced teachers' self-efficacy for classroom management and students' perceptions of their teachers' classroom management. Research on Humanities and Social Sciences, 4(16),134-148.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2),143-178.
Yılmaz, E. (2004). The relationship between novice and experienced teachers’ self-efficacy for classroom management and students’ perceptions of their teachers’ classroom management. (Unpublished MA), Bilkent University, Ankara, Turkey.
Downloads
Published
How to Cite
Issue
Section
License
Authors can retain copyright, while granting the journal right of first publication. Alternatively, authors can transfer copyright to the journal, which then permits authors non-commercial use of the work, including the right to place it in an open access archive. In addition, Creative Commons can be consulted for flexible copyright licenses.
©1999 Creative Commons Attribution-ShareAlike 4.0 International License.
