Abstract
High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking abilities of high school teachers and the relationships between classroom manangement skills and critical thinking abilities. A total of 212 high school teachers from Ankara, Turkey participated in the study. Data collection tools included two instruments: The Classroom Management Ability Scale (CMAS) and the California Critical Thinking Disposition Inventory (CCTDI). The results of the study indicated that teachers had positive beliefs about their classroom management skills critical thinking abilities. However, the findings also showed that there were not any significant relationships between classroom management skills and critical thinking abilities of high school teachers. Key words: Critical thinking abilities, classroom management skills, high school teachers.
Highlights
Teaching in a classroom may be a quite challenging task for some teachers
The findings are presented according to the beliefs of high school teachers about their own classroom management skills and critical thinking abilities
The relationships between classroom management skills and critical thinking abilities of high school teachers were analyzed based on the mean scores on CMAS and CCTDI surveys
Summary
Teaching in a classroom may be a quite challenging task for some teachers. Teachers take certain measures to create a meaningful learning environment. Some of the strategies include, but are not limited to having studentcentered lessons, building a strong relationship with students, having clear expectations, and creating a positive learning environment. Spending time to learn more about the students, teachers may create quality and positive relationships with students. Teachers, who are unable to construct effective learning approaches in a classroom may have difficulty in engaging students in learning tasks. Quality teachers with strong teaching and communication skills need to be very skilfull in thinking skills to analyze, apply, synthesize, and evaluate information so that the students could be able to focus on learning, behave well, and establish relevance between the learned tasks and real life events
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