Abstract
In this study, the v0iews of social studies teachers about the autocratic, democratic and irrelevant classroom management approaches were examined. For this purpose, it was investigated whether the opinions of the social studies teachers about the classroom management approaches differed according to their gender and seniority. This research employed a descriptive research model. The sample of the study consisted of 83 teachers working in various schools in Bursa. In this study, the “teachers’ understanding of classroom management survey” developed by Terzi and composed of two sections and a total of 38 items was used. The data of the study was analyzed in the SPSS program by using the significance level of .05. By using one-sample t-test in the pairwise comparisons, it was aimed to determine whether there was a difference between the teachers’ classroom management understandings and their personal characteristics. In the comparison of more than two sets, one-way analysis of variance was applied. As a result of the study, no significant difference was found between the social studies teachers’ classroom management approaches according to the variable of gender. The female and the male social studies teachers demonstrated their autocratic, democratic and irrelevant classroom management understandings at the same level. According to the variable of professional seniority, it was found out that the teachers with a professional seniority of between 16-20 years exhibited their democratic classroom management approaches at a higher level.
Highlights
The common point of different definitions of the word ‘education’ is that they define it as a whole of activities aiming to modify or develop behaviors (Başar, 2003)
It can be stated that the teachers with a service length of 16-20 years exhibited the democratic classroom management understanding at a higher level compared to the ones with a service length of 6-10 years
In this study aiming to determine the teachers’ opinions about their autocratic, democratic and indifferent classroom management understandings which they exhibited in their classes, the following conclusions were reached
Summary
The common point of different definitions of the word ‘education’ is that they define it as a whole of activities aiming to modify or develop behaviors (Başar, 2003). A great majority of educational activities carried out with the aim of developing behaviors are realized by schools, which are special environments established for educational purposes. School is the shared name of the institutions undertaking the function of educating individuals in a society (Çalık, 2003). This special environment called ‘school’ has three functions. Classroom is the environment where students and teachers share their knowledge and experiences via various means of communication with the aim of reaching educational purposes with an appropriate configuration (Başar, 2003). The quality of a teacher and the behaviors which s/he exhibits in the classroom are of importance in terms of how much students reach their goals. The planning, organization and management of experiences in a classroom is realized under the responsibility of the teacher (Aydın, 2012)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
