ÖĞRETMEN ADAYLARININ SINIF YÖNETİMİNE YÖNELİK TUTUM VE İNANÇLARININ İNCELENMESİ (ÇUKUROVA ÜNİVERSİTESİ ÖRNEĞİ)
Öğretmen adaylarının sınıf yönetimine yönelik tutum ve inançlarını çeşitli değişkenler açısından incelemek amacıyla yapılan bu çalışma tarama modelinde betimsel bir araştırmadır. Araştırmanın evrenini 2014-2015 öğretim yılında Çukurova Üniversitesi Eğitim Fakültesi İlköğretim Bölümünün 1, 2 ve 3.sınıflarına devam eden öğrenciler araştırmada örneklem alınma yoluna gidilmemiştir. Araştırmaya gönüllük esasına dayalı olarak 599 kadın ve 213 erkek olmak üzere toplam 812 öğretmen adayı katılmıştır. Araştırma verilerinin toplanmasında Martin, Yin ve Baldwin (1998) tarafından geliştirilen ve Türkçe uyarlaması Ekici (2008) tarafından yapılan Sınıf Yönetimine Yönelik Tutum ve İnanç Ölçeği kullanılmıştır. Elde edilen veriler betimsel istatistiklerin yanı sıra bağımsız gruplar t-testi ve ANOVA testleri uygulanarak analiz edilmiştir. Araştırma sonucunda öğretmen adaylarının öğretimin yönetiminde müdahaleci, insan ve davranış yönetimi boyutlarında ise etkileşimci bir tutuma sahip oldukları saptanmıştır. Elde edilen bulgulara göre mezun olunan lise açısından genel lise mezunları, cinsiyet açısından erkek öğretmen adayları insan ve davranış yönetiminde daha müdahaleci bir tutuma sahiptir. Sınıf yönetiminde müdahaleci olmayan tutum ise okul öncesi öğretmen adaylarında görülmüştür. Araştırmadan elde edilen sonuçlar sınıf düzeyi yükseldikçe öğretmen adaylarının öğretim ve davranış yönetimine yönelik müdahaleci tutumlarının azaldığını göstermiştir. Öğretmenlik mesleğini tercih etme ve mezun olduktan sonra öğretmen olarak çalışmak isteme/istememe durumlarına göre adayların sınıf yönetimine yönelik tutum ve inançlarında anlamlı bir fark olmamıştır
INVESTIGATING THE ATTITUDES AND BELIEFS OF TEACHER CANDIDATES ON CLASSROOM MANAGEMENT (ÇUKUROVA UNIVERSITY SAMPLE)
This is a descriptive survey-model study aiming to investigate teacher candidates' views and beliefs towards classroom management with regard to different variables. The participants of the study consist of students in their 1st, 2nd, and 3rd year enrolled at the Department of Elementary Education of the Faculty of Education at the Çukurova University during the 2014-2015 academic year. Because of the accessibility to the participants of the study, there was no need for sampling. A total of 812 teacher candidates, 599 female and 213 male, participated in the study on a voluntary basis. The Attitudes and Beliefs on Classroom Control (ABCC) Inventory [Martin, Yin & Baldwin (1998)] developed and translated into Turkish by Ekici (2008) was used in order to collect the data of the study. Besides the independent group t-test and the ANOVA test, descriptive statistics were also used to analyze the acquired data. The results of the study show that teacher candidates employ interventionist attitudes with regards to management of instructional and interactionalist attitudes about people and behavior management. The findings reveal that teacher candidates graduating from general high-schools as well as male students have a more interventionist attitude in the people and behavior management dimensions of the scale. Teacher candidates with non-interventionist attitude, on the other hand, were enrolled at the Pre-school Teaching Department. The results show that the interventionist attitude of teacher candidates decreased as their education advances. There was no significant difference in the attitudes and beliefs about classroom management of pre-service teachers according to their preference of teaching as a job and their wish to work or not to work as teachers after graduation As the responsible person for organizing and administering the educational process, teachers are the most strategic variables in classroom management. In this respect, studies on classroom management usually have focused on the characteristics of teachers and their classroom management behaviors has been investigated with regard to various aspects (gender, status, age, level of classes they teach, job satisfaction, etc.). However, recent studies have concentrated on their attitudes and beliefs (Arastaman, 2013; Çetin, 2013; Güvenç &Güvenç, 2014; Johansen, Little & Akın-Little, 2011; Okut, 2011; Sadık & Sadık, 2014; Sadık & Türkoğlu, 2015; Yaşar Ekici, 2014). The most important reason for that is that the teachers’ beliefs affect their behavior, perception and decisions in the classroom (Hoy & Woolfolk, 1990; Kagan, 1992; Miller, 2003; Okut, 2011). As Kagan (1992) stated, beliefs formed over many years are built-in and teachers tend to base their decisions on these beliefs. Similarly, Freeman (1992) highlighted the fact that teachers adopt the teaching practices around them according to their individual framework and that they can create a protective shell for the practices that do not match their environment (in Yalaz Atay, 2003, s. 44). This is the same for pre-service teachers as well. Research studies reveal that pre-service teachers interpret their education at university, lecturers and their lectures based on their beliefs formed by their educational background (Weinstein, 1988, 1989; Tillema, 2000). With regard to this, it is important to equip teachers with beliefs affecting education in a favorable way. Changing attitudes in a positive way is related to educational settings and the quality of the courses (Ekici, 2008). Therefore, it is essential to understand the attitudes and beliefs of teachers as well as pre-service teachers in terms of planning and performing pre-service and in-service training more effectively. Based on research studies detecting the attitudes of teachers towards classroom management in Turkey, it is seen that these surveys have been mainly done in scientific (physics, chemistry, biology), math and technical training fields (Arsal, 2008; Demir & Maskan, 2007; Ekici, 2008; Güvenç &Güvenç, 2014; Güvenç 2012; Hacıömeroğlu, 2013; Okut, 2011; Okut, 2009; Sadık & Türkoğlu, 2015; Savran, 2002; Savran Gencer &Çakıroğlu, 2007). The teachers’ view on classroom management and their posture as a leader in the classroom is important with regard to the quality of education at every level of study. However, it is more important to organize and manage the educational process for younger age-groups (Gordon, 1996; Martin & Baldwin, 1996) as children are more prone to be affected by their teachers’ intellectual attitude, emotional response, and behavioral patterns due to their development features (Bakioğlu, 2009). For these reasons, this research aims to answer the following questions for detecting the attitudes and beliefs of pre-service teachers towards classroom management, who will deal with younger age groups: 1. What attitudes and beliefs do pre-service teachers have with regard to classroom management, teaching, as well as human and behavior management? 2. Do pre-service teachers’ attitudes and beliefs towards classroom management show significant differences according to gender, prior high school education, field of study, level of classes, preference to become a teacher, and plans to work or not to work as a teacher after receiving their degree? Method The participants of this descriptive survey study consist of 1st, 2nd, and 3rd year students enrolled at the Primary School Teaching Department of the Faculty of Education at the Çukurova University during the 2014/2015 Academic Year. Since the 4th year students leave campus for an internship, they were not included in this study. No sampling method was used for the study at which 812 students in total participated on a voluntary basis. The Attitudes and Beliefs on Classroom Control Inventory (SYTİÖ), developed by Martin, Yin and Baldwin (1998) and adapted to Turkish by Ekici (2008), was used in order to collect the data. The inventory with its 4 point Likert scale consists of the three subscales Educational Management (ÖY-14 items), Human Management (İY- 8 items) and Behavior Management (DY-4 items) and 26 further items. The calculated Cronbach Alpha Reliability Co-efficient of the original inventory was .82 for ÖY, .69 for İY and .69 for DY. The highest score of each subscale reflects intrusiveness while the lowest score reflects non- intrusiveness. Validation and reliability studies of this inventory in Turkish were done by many researchers (Savran, 2002; Savran and Çakıroğlu, 2004; Gencer ve Çakıroğlu, 2007). For the latest validation and reliability studies in Turkish, the Cronbach Alpha Reliability Coefficients was estimated to be 0.82 for ÖY, 0.70 for İY and 0.65 for DY as well as 0.85 for the general inventory and it was decided to be used accordingly (Ekici, 2008). The data for the research study was collected during the Spring Semester of the 2014/2015 Academic Year and analyzed with independent group t-tests and ANOVA tests besides descriptive statistics. Low-middle-high groups were formed for the evaluation of the results and the arithmetic average of the scores were interpreted at (low) non-interventionist ≥1.33, (high) interventionist ≤2.67 and (middle) interactionalist 1.34-2.66. Results and Discussion Since 2005 educational programs practiced in Turkey have been designed to be student-centred and encouraged educational activities to make students more active, to address personal differences, and to rely on mutual interaction (Çelik Şen & Şahin Taşkın, 2010). However, it was found that pre-service teachers have an interventionist attitude towards instructional management. Corresponding to the literature (Akdemir, 2014; Hacıömeroğlu, 2013; Sadık & Türkoğlu, 2015), these results reveal that pre-service teachers believe that teaching should be teacher-centred. The reason for this result could be the fact that students are required to take a national test to move to a higher level of study in Turkey. The centralized tests push teachers, students and parents to think success-oriented and lay a burden on teachers to complete their syllabus entirely (Baran & Altun, 2014; Şirin, 2000). According to Savran, Gencer &Çakıroğlu (2007), the fact that there are only a few practical courses in pre-service teacher training programs force pre-service teachers to think instruction- and managementoriented about “how is the syllabus designed, how is a subject taught, and how should the process be, etc). Another underlying reason could be that pre-service teacher training programs are based on theory and that students do not have abstract and real-life experiences aimed to develop positive attitudes. According to the findings, pre-service teachers have an interactionalist attitude towards people and behavior management. This result reveals that pre-service teachers are more open to communication in their relations with their students and to share their behavior management responsibilities with them. The sound communication between teachers and students contributes positively to the students’ emotional, social and intellectual development, their participation in class and their academic success (Claus, BoothButterfield and Chory, 2012; Koepke & Harkins, 2008). Considering the practicing-a-democratic-culture mission of schools (Schlechty, 2005), this result could be interpreted as positive. At the end of the study, it was detected that male pre-service teachers have a more interventionist attitude towards people management. In the related literature, there are both studies with the same result (Eliot, 1994; Güvenç, 2012; Martin & Yin, 1997; Savran & Çakıroğlu, 2004) as well as studies with no significant difference between male and female teachers in this respect (Ekici, 2008; Savran, Gencer &Çakıroğlu, 2007; Okut, 2011). The difference could emerge from the fact that the locations, schools, and sampling groups of the studies might be different in terms of social, cultural and economic characteristics. According to the results of the study, pre-service teachers who graduated from vocational high schools and who are enrolled at preschool teaching programs have the lowest control-level in classroom management (non-interventionist). The primary aim of pre-school education is to develop the characteristics of children who are curious about their surrounding and to motivate them to think. The key aspect of the development of intellectual, affective and social skills of children is teachers who work with children, who create opportunities for the children to discover and explain their emotions, and who help them to feel free and to enjoy the activities they take part in (Senemoğlu, 1994). Considering the fact that the majority of the participating pre-service teachers enrolled at the pre-school teaching department in the research study graduated from child development departments of vocational high schools, this is an expected result and the findings of the study are consistent. According to the findings, the higher the level of study, the less interventionist attitude towards teaching and behavior management of pre-service teachers exist. The reason could generate from the fact that they start to understand the nature of teaching when taking more methodology courses as well as from the structure of classroom settings thanks to classroom management course they take in the third year. Findings showing that pre-service teachers’ attitude, belief, and ability perceptions about classroom management change in a positive way also support this view (Ekici, 2008; Kurt & Ekici, 2013; Martin et.al., 1998; Sadık &Sadık, 2014). Conclusion and Suggestions As a conclusion, this research study detected that the pre-service teachers’ attitudes and beliefs about classroom management are interventionist with regard to teaching while they are interactionist with regard to human and behavior management. Male pre-service teachers are more interventionist in human management, and the higher the level of study gets, the less interventionist pre-service teachers’ attitudes towards human management get. However, it was found that pre-service teachers who graduated from vocational high schools and pre-service teachers enrolled at pre-school teaching departments have a more interactionalist attitude. Based on the gained results, the researcher can suggest an increase in practical courses for pre-service teacher training programs (1), to provide opportunities for pre-service teachers to experience student-centered teaching dynamics (2), to give them chances to implement their interactionalist attitudes towards the human and behavior dimension (3). Variables that are effective in building attitudes and beliefs of pre-service teachers about classroom management as well as how and in which dimension their courses at the faculty of education affect their attitudes and behaviors were not emphasized. These aspects could be investigated through qualitative methods and by analyzing the content and implications of the courses.
___
- Alexander-Rami, C. (2011). Perceptions of first year teachers’ classroom management abilities and mentoring experience (Doctoral dissertation, North Central University). Retrieved fromhttp://search.proquest.com/docview/916905138?accountid=15572.
- Altintaş, S., Görgen, İ. (2014). Sınıf Öğretmeni Adaylarının Öğretmenlik Uygulaması Üzerine Görüşleri (Muğla Sıtkı Koçman Üniversitesi Örneği), Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 9/8 Summer 2014, p. 197-208, ISSN:1308-2140, www.turkishstudies.net, Doi Number:http://dx.doi.org/10.7827/TurkishStudies.7124, ANKARA-TURKEY.
- Arsal, Z. (2008). Mikro Öğretimin Öğretmen Adaylarının Sınıf Yönetimi Tutum ve İnançlarına Etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10 (3), 137-150.
- Akdemir, H. (2014). Öğretmen adaylarının sınıf yönetimine ilişkin tutum ve inançlarının incelenmesi (Yayımlanmamış yüksek lisans tezi). Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.
- Akin, U. ve Koçak, R. (2007). Öğretmenlerin Sınıf Yönetimi Becerileri İle İş Doyumları Arasındaki İlişki. Kuram ve Uygulamada Eğitim Yönetimi, 51, 353-370.
- Altinkurt, Y. (2008). Öğrenci Devamsızlıklarının Nedeni ve Devamsızlığın Akademik Başarıya Olan Etkisi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 20, 129-142.
- Arastaman, G. (2013). Eğitim ve Fen Edebiyat Fakültesi Öğrencilerinin Öz-Yeterlik İnançları ve Öğretmenlik Mesleğine Karşı Tutumlarının İncelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 14 (2), 205-217.
- Bacanli, H. (2000). Üniversite Öğrencilerinin Değer Tercihleri. Eğitim Yönetimi, 20, 597–610.
- Baker J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44 (2006), 211-229.
- Bakioğlu, A. (2009). Çağdaş sınıf yönetimi. Ankara: Nobel Yayın Dağıtım.
- Baran, İ.N. ve Altun, T. (2014). Dershanelerin Eğitim Sistemimizdeki Yeri ve Önemi. Eğitim ve Öğretim Araştırmaları Dergisi, 3 (2), 333-344.
- Baron, E. B. (1992). Discipline strategies for teachers. Bloomington: Phi Delta Kappa Educational Foundation Ind.
- Baysal, N. (2009). İlköğretim II. kademede görevli öğretmenlerin sınıfta karşılaştıkları disiplin sorunlarına, bunların nedenlerine ve çözüm yollarına ilişkin görüşleri (Diyarbakır ili örneği) (Yayımlanmamış yüksek lisans tezi). Dicle Üniversitesi Sosyal Bilimler Enstitüsü, Diyarbakır.
- Burden, P. R. (1995). Classroom management and discipline. White Plains, NY: Longman.
- Büyükkaragöz, S. ve Çivi, C. (1999). Genel öğretim metotları (10. Baskı). İstanbul: Beta Yayım Dağıtım.
- Celep, C. (2002). Sınıf yönetimi ve disiplini. Ankara: Anı Yayıncılık.
- Chambers, S., & Hardy, J.C. (2005). Length of time in student teaching: Effects on classroom control orientation and self – efficacy beliefs. Educational Research Quarterly, 28 (3), 3-9.
- Charles, C. M. (2005). Building classroom discipline. New York: Pearson; Allyn and Bacon Publishes.
- Claus, C. J., Booth-Butterfield, M., & Chory, R. M. (2012). The relationship between instructor misbehaviors and student antisocial behavioral alteration techniques: The roles of instructor attractiveness, humor, and relational closeness. Communication Education, 61(2), 161-183.
- Çankaya, İ., Çanakçi, H. (2011). Sınıf Öğretmenlerinin Karşılaştıkları İstenmeyen Öğrenci Davranışları ve Bu Davranışlarla Başa Çıkma Yolları, Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 6/2 Spring 2011, p.307-316, , ISSN:1308-2140, www.turkishstudies.net, Doi Number:http://dx.doi.org/10.7827/TurkishStudies.2188,ANKARA-TURKEY.
- Çelik Şen, Y. ve Şahin Taşkin, Ç. (2010). Yeni İlköğretim Programının Getirdiği Değişiklikler: Sınıf Öğretmenlerinin Düşünceleri. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 7 (2), 26-51.
- Çetin, B. (2013). Sınıfta İstenmeyen Öğrenci Davranışlarıyla İlgili Sınıf Öğretmenlerinin Karşılaştıkları Sorunlar ve Çözüm Önerileri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14 (1), 255-269.
- Çinkir, Ş. (2004). Okulda Etkili Öğretmen-Öğrenci İlişkisinin Yönetimi. Milli Eğitim Dergisi, 161, http://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/161/cinkir.htm, adresinden 28 Kasım 2015 tarihinde edinilmiştir.
- Çubukçu, Z. ve Girmen, P. (2008). Öğretmenlerin Sınıf Yönetim Becerilerine İlişkin Görüşleri. Bilig, 44, 123-142.
- Deaton, C. (2013). Teachers’ reflections on effectively managing their classroom: a discussion of how two experienced science teachers examined their classroom management practices. Reflective Practice, 14 (2), 240–257.
- Demir, C. ve Maskan, K. (2007). Fizik Öğretmenlerinin Sınıf Yönetimine Yönelik Yaklaşımlarının Mesleki Deneyim ve Okul Türüne Göre Değerlendirilmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 2 (2007), 1-16.
- Demirtaşi, B. ve Küçük, M. (2008). Kız Meslek Liselerinin Günümüzdeki Sorunlarına Yönelik Öğretmen Görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 9 (3), 147-159.
- Doğan, İ. (2004). Toplum ve eğitim sorunları üzerinde felsefi ve sosyolojik tahliller. Ankara: PegemA Yayıncılık.
- Doyle, W. (1986). Classroom organization and management. M. C. Wittrock (Ed.), Handbook of Research on Teaching (p.392-431). New York: Mc. Millan.
- Evertson, C.M., Emmer, E.T., Clements, B.S., & Worsham, M.E. (1997). Classroom management for elemantary teachers (4th Edition).USA: Allyn and Bacon.
- Ekici, G. (2008). Sınıf Yönetimi Dersinin Öğretmen Adaylarının Sınıf Yönetimine Yönelik Tutum ve İnanç Kazanma Düzeyine Etkisi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17, (3) 167-182.
- Ekici, R. ve Ekici, A. (2014). Sınıf Yönetiminde İstenmeyen Öğrenci Davranışlarının İlkokul ve Ortaokullarda Karşılaştırmalı İncelenmesi. Ekev Akademi Dergisi, 59, 107-118.
- Eliot, K. (1994). Classroom management style and teacher personality traits: An educational and psychosocial interface (Unpublished doctoral dissertation). New York University, New York, USA.
- Erden, M. (2001). Sınıf yönetimi. İstanbul: Alkım Yayınları.
- Girmen, P., Anilan, H., Şentürk, İ. ve Öztürk, A. (2006). Sınıf Öğretmenlerinin İstenmeyen Öğrenci Davranışlarına Gösterdikleri Tepkiler. Sosyal Bilimler Dergisi, 15, 235-244.
- Glickman, C., & Tamashiro, R. (1980). Clarifying teachers’ beliefs about discipline. Educational Leadership, 37 (6), 459-464.
- Gordon, T. (1996). Etkili öğretmenlik eğitimi. (Çev: E. Aksay). İstanbul: Sistem Yayıncılık.
- Gökyer, N., Özer, F. (2014). Aday Öğretmenlerin Sınıf Yönetimi Yeterliklerine İlişkin Algıları, Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 9/2 Winter 2014, p.691-712, ISSN:1308-2140, www.turkishstudies.net, Doi Number:http://dx.doi.org/10.7827/TurkishStudies.6163, ANKARA-TURKEY.
- Gömleksiz, M. N. ve Çetintaş, S. (2011). Öğretmen Adaylarının Demokratik Tutumları (Fırat, Dicle,7 Aralık, Cumhuriyet ve Erzincan Üniversiteleri Örneği). Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 17 (2011) 1-14.
- Güvenç, E., Güvenç, H. (2014). İlköğretim matematik ile fen ve teknoloji öğretmenlerinin sınıf yönetim biçemleri ve özerklik desteği algısı. NWSA-Education Sciences, 9 (3), 311-322. doi:http//dx.doi.org/10.12739/NWSA.2014.9.3.1C0620.
- Güvenç, E. (2012). Sınıf Öğretmenlerinin Sınıf Yönetim Biçemleri ve Denetim Odakları. Buca Eğitim Fakültesi Dergisi, 33, 64-80.
- Haciömeroğlu, G. (2013). Sınıf Öğretmeni Adaylarının Matematik Öğretimine İlişkin Yeterlik ve Sınıf Yönetimi Inançları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 26 (1), 1-18.
- Hardın, C. J. (2008). Effective classroom management: Models and strategies for today’s classrooms. NJ: Pearson Prentice Hall.
- Hemde, A. (2010). İlköğretim okulları 1-5. sınıflarda karşılaşılan disiplin sorunları ve çözüm yöntemleri konusunda sınıf öğretmenlerin görüşleri ve tutumları üzerine bir araştırma (Yayımlanmamış yüksek lisans tezi). Selçuk Üniversitesi, Eğitim Bilimleri Enstitüsü, Konya.
- Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279-300.
- Johansen, A., Little, S. G., & Akin-Little, A. (2011). An examination of New Zealand teachers’ attributions and perceptions of behavior, classroom management, and the level of formal teacher training received in behavior management. KAIRARANGA, 12 (2), 3-12.
- Jones, V. (2006). How do teachers learn to be effective classroom managers? C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management. Research, practice, and contemporary issues (pp. 887-908). Mahwah, NJ: Lawrence Erlbaum.
- Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management, creating communities of support and solving problems (5. Edition), USA: Allyn & Bacon Company.
- Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65- 90.
- Kayabaşi, Y. ve Cemaloğlu, N. (2007). Öğretmenlerin sınıflarında kullandıkları disiplin modellerinin farklı değişkenler açısından incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD, 8 (2), 149-170.
- Koepke, M. F., & Harkins, D. A. (2008). Conflict in the classroom: Gender differences in the teacher-child relationship. Early Education & Development, 19(6), 843-864.
- Korkmaz, A. (2009). İlköğretim okullarında sınıf öğretmenlerinin istenmeyen davranışları (Düzce ili örneği) (Yayımlanmamış yüksek lisans tezi). Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü, Bolu.
- Köse, M. ve Demir, E. (2014). Öğretmenlerin rol modelliği hakkında öğrenci görüşleri. Uluslararası Sosyal ve Ekonomik Bilimler Dergisi, 4 (1), 8-18.
- Kurt, H., Ekici, G. (2013). Sınıf yönetimi dersinin öğretmen adaylarının öğrenci başarısından sorumluluk algısına etkisinin analizi. The Journal of Academic Social Science Studies, 6 (8), 901-939.doi:http://dx.doi.org/10.9761/JASSS1865.
- Kurt, H., Ekici, G., Aktaş, M. ve Aksu, Ö. (2013). Öğretmen adaylarının kişilik tiplerinin sınıf yönetimine yönelik tutum ve inançlarına etkisi. Eğitim ve Öğretim Araştırmaları Dergisi, 2 (2), 199-208.
- Küçükahmet, L. (2009). Sınıf yönetimi (10. Baskı). Ankara: Pegem Akademi.
- Martin, N. K.,& Baldwin, B. (1996). Helping beginning teachers foster healthy classroom management: Implication for elementary school counselors. Elementary School Guidance and Counseling, 31 (2), 106-113.
- Martin, N. K., & Baldwin, B. (1992, Nov). Beliefs regarding classroom management style: The differences between pre-service and experience teachers. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Knoxville, TN, Full text retrieved from http://files.eric.ed.gov/fulltext/ED355213.pdf.
- Martin, N. K., Yin, Z., & Baldwin, B. (1998). Construct validation of the attitudes and beliefs on classroom control inventory. Journal of Classroom Interaction, 33 (2), 6-15.
- Martin, N.K., & Yin, Z. (1997, Jan). Attitudes and beliefs regarding classroom management style: Differences between male and female teachers. Paper presented at the Annual Meeting of the Southwest Educational Research Association Austin, TX, Full text retrieved from http://eric.ed.gov/?id=ED404738.pdf.
- Miller, A. (2003). Teachers, parents and classroom behavior-a psychosocial approach. London: Open University Press.
- Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies. 19(4), 317-328.
- O'neil, S., & Stephenson, J. (2013). One year on: first-year primary teachers' perceptions of preparedness to manage misbehavior and their confidence in the strategies they use. Australasian Journal of Special Education, 37 (2), 125-146.
- Okut, L. (2011). İlköğretim Fen ve Teknoloji, Matematik Öğretmenlerinin Eğitime ve Sınıf Yönetimine İlişkin İnançları Arasındaki İlişki. Pegem Eğitim ve Öğretim Dergisi, 1 (4) 39- 51.
- Okut, L. (2009). İlköğretim okulu öğretmenlerinin eğitime ilişkin inançlarına göre etkili öğretmen özellik ve davranışlarına sahip olma dereceleri (Yayımlanmamış doktora tezi). Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
- Pajares, F. (1992). Teachers’ and beliefs educational research: Cleaning up messy construct. Review of Educational Research. 62 (3), 307-332.
- Pektaş, S. (1989). Sözel Olmayan Öğretmen Davranışlarının Öğretime Etkileri. Çağdaş Eğitim, 14 (148), 32-36.
- Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44 (3), 159–175, doi: 10.1080/00461520903028990.
- Öztürk, Y., Gangal, M. ve Beşken Erişi, M. (2014). Okul Öncesi Öğretmen Adaylarının Eğitimlerinin Sınıf Yönetimi ve Stratejileri Üzerindeki Etkisine İlişkin Görüşlerinin İncelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 16 (1), 224-238.
- Schlechty, C. P. (2005). Okulu yeniden kurmak. (Çev. Y.Özden). Ankara: Nobel Yayınları.
- Sadik, F. ve Türkoğlu, A. (2015). Investigating the attitudes and beliefs of teacher candidates on classroom management. PEDAGOGİA 2015 Proceeding DVD, Simposio 8, pp. 895-905. ISBN 978-959-18-1099-1, 26 – 30 January 2015, Kuba/Havana.
- Sadik, S. ve Sadik, F. (2014). Investigating classroom management profiles of pre-service teachers (Çukurova University sample). Procedia-Social and Behavioral Sciences, 116, 2369-2374, doi. http:/dx.doi.org.10.1016/j.sbspro.214.01.575.
- Santrock, J. T. (1996). What is your classroom management profile?. Retrieved from http://education.indiana.edu/cas/tt/v1i2/what.html
- Sarpkaya, P. (2007). Yönetici, Öğretmen, Öğrenci ve Velilere Göre Resmi Liselerdeki Öğrenci Disiplin Sorunlarının Nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2 (22), 110-121.
- Savran, A. (2002). Pre-service science teachers’ efficacy beliefs regarding science teaching and their classroom management beliefs (Yayımlanmamış yüksek lisans tezi). Ortadoğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
- Savran Gencer, A. ve Çakiroğlu, J. (2007). Turkish pre-service science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664-675.
- Savran, A. ve Çakiroğlu, J. (2004). Preservice Science Teachers' Orientations to Classroom Management. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26: 124-134.
- Saygili, G. ve Gürşimşek, I. (2008). Sınıfta İstenmeyen Davranışlara İlişkin Öğrenci Görüşleri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 23, 152-159.
- Senemoğlu, N. (1994). Okul Öncesi Eğitim Programı Hangi Yeterlikleri Kazandırmalıdır? Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 10 (1994) 21-30.
- Şahin, S., Arslan, M.C. (2014). Öğrenci ve Öğretmen Görüşlerine Göre İstenmeyen Öğrenci Davranışlarına Karşı Kullanılan Öğretmen Stratejilerinin Öğrenciler Üzerindeki Etkileri, Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 9/2 Winter 2014, p.1399-1415, ISSN:1308-2140, www.turkishstudies.net, Doi Number: http://dx.doi.org/10.7827/TurkishStudies.6103, ANKARA-TURKEY.
- Şirin, H. (2000). Eğitim Sisteminde Özel Dershaneler. Kuram ve Uygulamada Eğitim Yönetimi Dergisi (2), 387-410.
- Taşdere, A. (2014). Sınıf Öğretmen Adaylarının Öğretmenlik Uygulaması Dersine Yönelik Yaşadıkları Sorunlar ve Çözüm Önerileri, Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 9/2 Winter 2014, p. 1477- 1497, ISSN:1308-2140, www.turkishstudies.net, Doi Number :http://dx.doi.org/10.7827/TurkishStudies.6254, ANKARA-TURKEY.
- Tillema, H. H. (2000). Belief change towards self-directed learning in student teachers: Immersion in practice or reflection on action. Teacher and Teacher Education, 13 (6), 181-199.
- Ünal, Z. ve Ünal, A. (2009). Comparing beginning and experienced teachers’ perceptions of classroom management beliefs and practices in elementary schools in Turkey. The Educational Forum, 73, 256-270.
- Weinstein, C. S. (1989).Teacher education students' preconceptions of teaching. Journal of Teacher Education, 40 (2), 53-60.
- Weinstein, C. S. (1988). Preservice teachers’ expectations about the first year of teaching. Teaching and Teacher Education, 4 (19), 31-40.
- Wilks, R. (1996), Classroom management in primary schools: A review of the literature. Behavior Change, 13 (1), 20-32.
- Wolfgang, C. H. (2001). Solving discipline and classroom management problems: Methods and models for today’s teachers (5th Edition). Florida: John Wiley & Sons Inc.
- Wubbels, T. (2011). An international perspective on classroom management: what should prospective teachers learn? Teaching Education, 22( 2), 113–131.
- Yalaz Atay, D. (2003). Öğretmen eğitiminin değişen yüzü. Ankara: Nobel Yayın Dağıtım.
- Yaşar Ekici, F. (2014). Öğretmen Adaylarının Demokratik Tutumları ve Demografik Özellikleri Arasındaki İlişkinin İncelenmesi, Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 9/11 Fall 2014, p. 593- 602, ISSN:1308-2140, www.turkishstudies.net, Doi Number :http://dx.doi.org/10.7827/TurkishStudies.7416, ANKARA-TURKEY.
- Yeşilyurt, E. (2007). Yeni İlköğretim Programları Temel Niteliklerinin Öğretim Yöntem ve Tekniklerine Göre Değerlendirilmesi. Doğu Anadolu Bölgesi Araştırmaları, 164-167.
- Yıldırım, C. (2012). Sınıf Öğretmenlerinin Sınıflarında Sergiledikleri Davranışlar. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 4 (7), 119-140