Abstract
The purpose of this study is to determine the predictive role of happiness and a teachers' level of satisfaction with life, on their classroom management profiles. The Oxford Happiness Questionnaire Short Form, the Satisfaction with Life Scale, and the Classroom Management Profile Inventory have been administered to 384 teachers employed in state-run secondary education institutes in the districts of Ankara city. According to t-test results, there was a significant difference between the satisfaction with life and authoritarian classroom management profile, with respect to gender. One-way variance analysis (ANOVA) results exhibited that with respect to seniority no difference was detectable between happiness and a teachers' level of satisfaction with life and their classroom management profiles. Findings from a correlation analysis put forth a positive relationship between happiness and a satisfaction with life, and an appreciative classroom management profile, whereas a negative relationship was detected in relation to an indifferent classroom management profile. Findings from multiple regression analysis indicated that happiness and satisfaction with life are significant predictors of appreciative and indifferent classroom management profiles. At the end of this research some suggestions have been offered to elevate the happiness and satisfaction of teachers in general.
Highlights
In-class attitudes and behaviors of teachers are among the most critical factors in creating permanent behavior changes among students, which is the ultimate objective of education
In parallel with the sub problem of this research; Is a Teachers’ Happiness and Satisfaction with life level a significant predictor of their classroom management style? the results of a progressive regression analysis conducted to reveal the predictive role of a teachers' Happiness and Satisfaction with life level, on their classroom management styles can be observed in Table 6: Classroom Management
To sum up in this study that designated the predictive role of a teachers' Happiness and Satisfaction with life level on their classroom management profiles, satisfaction with life was found to be the variable with the highest mean score
Summary
In-class attitudes and behaviors of teachers are among the most critical factors in creating permanent behavior changes among students, which is the ultimate objective of education. Classroom management can be defined collectively as; making essential shifts to meet the teachers objectives [1]; setting and maintaining a favorable environment for learning [2]; motivating the students and to reach preset objectives and incorporating these motivating materials into the process [3]; by connecting principles and rules in learning, and t transferring effective teaching techniques to a classroom setting [4]; promoting a positive social interaction, active participation in learning and self-motivation [5]; in addition to the mission of teaching, managing areas such as absenteeism follow-up, checking homework, preparing teaching materials, and removing any factors blocking teaching activities [6]. In the meta-analysis conducted by Marzano and Marzano [8] components of effective classroom management are listed as; identifying and teaching the rules, practicing feasible intervention techniques, as well as intellectual composition relevant to teacher-student interaction and classroom management
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