CLASSROOM MANAGEMENT APPROACHES OF …

1 CLASSROOM MANAGEMENT APPROACHES OF PRIMARY SCHOOL TEACHERS A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY SEDA YA AR IN PARTIAL FULLFILMENT OF REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN THE DEPARTMENT OF EDUCATIONAL SCIENCES SEPTEMBER 2008 ii Approval of the Graduate School of Social Sciences _____ Prof. Dr. Sencer Ayata Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Science in Educational Sciences _____ Assoc.

2 Prof. Dr. Oya Yerin G neri Head of Department This is to certify that we have read this thesis and in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Science in Educational Sciences. _____ Assist. Prof. Dr. Cennet Engin Demir Supervisor Examining Committee Members Assist. Prof.

3 Dr. Cennet Engin DEM R (METU, EDS) _____ Assist. Prof. Dr. Hanife AKAR (METU, EDS) _____ Assist. Prof. Dr. Esen UZUNT RYAK (METU,SSME) _____ iii I hereby declare that all the information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Last Name, Name: Ya ar Seda Signature : iv ABSTRACT CLASSROOM MANAGEMENT APPROACHES OF PRIMARY SCHOOL TEACHERS Ya ar, Seda M.

4 S. Department of Educational Sciences Supervisor: Assist. Prof. Dr. Cennet Engin Demir September, 2008, 76 pages This study aimed at investigating CLASSROOM MANAGEMENT APPROACHES of primary school teachers and exploring if their MANAGEMENT APPROACHES are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via CLASSROOM MANAGEMENT Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects and between subjects) was employed to investigate the dominant CLASSROOM MANAGEMENT approach that teachers use and to explore the effect of some variables on CLASSROOM MANAGEMENT APPROACHES of teachers.

5 Results of the study indicated that primary school teachers prefer to use student-centered MANAGEMENT approach rather than teacher-centered approach. That is teachers MANAGEMENT APPROACHES are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the CLASSROOM MANAGEMENT APPROACHES of teachers. A significant difference was found in CLASSROOM MANAGEMENT APPROACHES of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.

6 V Key words: CLASSROOM MANAGEMENT , constructivist curriculum, student-centered approach, teacher-centered approach, primary schools vi Z LK RET M OKULU RETMENLER N N SINIF Y NET M YAKLA IMLARI Ya ar, Seda Y ksek Lisans, E itim Bilimleri B l m Tez Y neticisi: Yard. Do . Dr. Cennet Engin Demir Eyl l, 2008, 76 sayfa Bu al man n amac Kastamonu da ilk retim okullar nda al an retmenlerin s n f y netimi yakla mlar n ve bu yakla mlar n n uygulad klar m fredat yakla m ile uyumlu olup olmad n incelemektir. Veriler ara t rmac lar taraf ndan geli tirilmi ve pilot al mas yap lm olan S n f Y netimi Anketi kullan larak Kastamonu ilindeki ilk retim okullar nda al an retmenlerden toplanm t r.

7 Al maya 265 retmen kat lm t r. Elde edilen veriler betimleyici ve yorday c istatistiksel y ntemler kullan larak analiz edilmi tir. retmenlerin kulland klar s n f y netimi yakla m n bulmak ve de baz de i kenlerin retmenlerin s n f y netimi yakla m na etkisini incelemek i in kar k desen varyans analizi (grup-i i ve gruplar aras ) kullan lm t r. Ara t rman n sonucu retmenlerin renci merkezli s n f y netimi yakla m n kullanmay tercih etti ini g stermi tir. Bu da genel olarak retmenlerin kulland klar s n f y netimi yakla m n n yap land rmac m fredat yakla m ile uyumlu oldu unu g stermektedir. Ayn zamanda mesleki k dem, bran , sertifika program e idi ve s n f mevcudu gibi de i kenlerin retmenlerin kulland klar s n f y netimi yakla m na etkisi oldu u; cinsiyet de i kenine g re ise bir fark olmad g r lm t r.

8 Vii Anahtar Kelimeler: s n f y netimi, yap land rmac e itim program , renci merkezli yakla m, retmen merkezli yakla m viii To My Family ix ACKNOWLEDGEMENTS I would like to thank to my supervisor, Assist. Prof. Dr. Cennet Engin Demir, for her encouragement, guidance and detailed feedback throughout the whole process of this study. I m also grateful for the insights and efforts put forth by the examining committee, Assist. Prof. Dr. Hanife Akar and Assist. Prof.

9 Dr. Esen Uzuntiryaki. I wish to give a heartfelt thanks to my family and especially to my mother. I couldn t have achieved this goal without their continuous love, support and encouragement. Moreover, special thanks to my friend, Aydo an Yan lmaz for his proofreading in a very limited time. Last, but not least, special thanks to my friends, T lay elikkaya, Elif Olcay Y cel, Ferhan Gedik and Desen Yal m who have made this process more enjoyable with their constant support and companionship. T lay shared her sweet home with me for all summer and gave me hope when I felt so desperate. x TABLE OF CONTENTS TABLE OF LIST OF LIST OF CHAPTER 1.

10 INTRODUCTION .. 1 Background to the 1 Purpose of the study .. 4 Significance of the Study .. 4 Limitations .. 6 2. literature 8 Definitions and Significance of CLASSROOM 8 CLASSROOM MANAGEMENT APPROACHES .. 14 Studies on CLASSROOM MANAGEMENT .. 20 3. 27 Overall Design of the 27 Research Questions .. 27 Variables .. 28 xi Development of the 29 Pilot Testing of the 30 Population and Sample 32 Data Collection 32 Data Analysis .. 33 4. RESULTS .. 36 Results Concerning Principal Component Analysis .. 36 Results Concerning Differences in Teachers CLASSROOM MANAGEMENT 39 Results Concerning Teachers CLASSROOM MANAGEMENT 39 Results Concerning Differences in Teachers CLASSROOM MANAGEMENT APPROACHES with Respect to Gender and 41 Results Concerning Differences in Teachers CLASSROOM MANAGEMENT APPROACHES with Respect to Type of Certification and Branch.