The Analysis of Disciplinal Self-efficacy Perceptions of Student Teachers Based on Their Classroom Management Profiles

Gaziantep University Journal of Social Sciences

GülayEKİCݹ  HakanKURT¹ 

[1] ?;

关键词: öz-yeterlik;    disiplin öz-yeterlik algısı;    sınıf yönetimi;    sınıf yönetimi profili;    self-efficacy;    discipline self-efficacy;    classroom management;    classroom management profile;   

DOI  :  10.21547/jss.257177

来源: DOAJ

【 摘 要 】

This study aimed to analyze the disciplinal self-efficacy perceptions of student teachers based on their classroom management profiles. Screening model was used for the study. The study group was comprised of 165 student teachers. For the study, disciplinal self-efficacy scale, classroom management profile scale and an interview form about their views were used to determine the disciplinal self-efficacy perceptions and classroom management profiles respectively. The disciplinal self-efficacy scale‟s Cronbach‟s Alpha reliability coefficient was found to be 0.87 and the classroom management profile scale‟s Cronbach‟s Alpha reliability coefficients was found to be 0.88. In addition to descriptive statistics, independent group t-test, chi-square test and Pearson‟s correlation coefficient were used in order to analyze the data. As the results of the study, the disciplinal self-efficacy levels of student teachers were at a good level. The student teachers prefer to use authoritative classroom management profile. The disciplinal self-efficacy perceptions of female student teachers are significantly higher than the perceptions of male student teachers; however, there are no statistically significant differences in terms of their overall academic achievement. On the other hand, gender and general academic achievement of student teachers do not have a significant effect on classroom management profiles. Classroom management profiles were found to have a significant effect on the disciplinal self-efficacy of the student teachers. There are positive and negative directed low, moderate and high relationships between the disciplinal self-efficacy perceptions and classroom management profiles of student teachers in the level of p 0.01 and p

【 授权许可】

Unknown