Öğretmen adaylarının özyeterlikleri ile sınıf yönetim stratejileri arasındaki ilişki

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dc.authorid0000-0002-6313-6955en_US
dc.contributor.authorParlar, Hanifi
dc.contributor.authorCansoy, Ramazan
dc.date.accessioned2021-03-04T10:14:15Z
dc.date.available2021-03-04T10:14:15Z
dc.date.issued2016en_US
dc.departmentFakülteler, İnsan ve Toplum Bilimleri Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThe aim of this study is to determine the level of pre-service teachers’ perceptions of self-efficacy and classroom management strategies and to demonstrate the relationship between them. The study group of the research which is in the relational type model consists of 800 pre-service teachers, 609 women and 191 men, who take pedagogical formation lessons at ‹stanbul Ticaret University in 2014–2015 academic year. 60% of the study group consists of students attending arts and sciences faculties, and 40% are from different faculties such as engineering, business administration and nursery. The data of the research was collected by means of two scales, namely the General Self-Efficacy Scale which was developed by Schwarzer and Jerusalem (1995) and adopted by Aypay (2010); and Classroom Management Strategies Survey, developed by Çakmak, Kayabafl› and Ercan (2008). During the analysis of the data, arithmetic average, t-tests and correlation statistical techniques were used. In the study, self-efficacy levels of the ones who chose the pedagogical formation program to become a teacher were higher than those who chose the program with different reasons. It was seen that perception of self-efficacy of teacher candidates didn’t differ according to gender, age and education level variables. According to the conclusions reached in the study, pre-service teachers’ perceptions of self-efficacy and classroom management strategies were found very high. In the study, a significant, positive, moderate correlation between perceptions of self-efficacy and classroom management strategies of pre-service teachers was found.en_US
dc.identifier.doi10.2399/yod.15.019en_US
dc.identifier.endpage39en_US
dc.identifier.issue1en_US
dc.identifier.startpage28en_US
dc.identifier.trdizinid279615en_US
dc.identifier.urihttps://hdl.handle.net/11467/4757
dc.identifier.urihttps://doi.org/10.2399/yod.15.019
dc.identifier.volume6en_US
dc.identifier.wosWOS:000393558000005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isotren_US
dc.publisherDeomed Reklam ve Yayıncılıken_US
dc.relation.ispartofYükseköğretim Dergisien_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectClassroom management strategiesen_US
dc.subjectPedagogical formationen_US
dc.subjectSelf-efficacyen_US
dc.titleÖğretmen adaylarının özyeterlikleri ile sınıf yönetim stratejileri arasındaki ilişkien_US
dc.title.alternativeThe relationship between the self-efficacy level of pre-service teachers and their classroom management strategiesen_US
dc.typeArticleen_US

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