The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir)

Ilhami Bulut,Selcuk Topdemir

doi:10.12973/eu-jer.7.3.639

Abstract

<p style="text-align:justify">This study aims to evaluate elementary school math teachers' self-efficacy beliefs about classroom management. With the aim of investigating elementary school math teachers' self-efficacy beliefs about classroom management, a classroom management self-efficacy scale was developed. The 5 point likert scale is composed of 46 items. The scale was applied to 142 math teachers working at elementary schools in Diyarbakir central district. Data were analyzed in terms of gender, seniority, classroom population and weekly course load. To analyze the data, t-test, one way variance analysis (ANOVA), Scheffe and LSD tests were used. The results showed that the math teachers have a positive self-efficacy belief of classroom management and that male teachers are better at maintaining discipline in class. In addition, the research shows that teachers with more experience are better at course design and classroom management and that classroom population has an effect on math teachers' self-efficacy beliefs about classroom management.</p>

Highlights

This study aims to evaluate elementary school math teachers' self-efficacy beliefs about classroom management
The results showed that the math teachers have a positive self-efficacy belief of classroom management and that male teachers are better at maintaining discipline in class
The research shows that teachers with more experience are better at course design and classroom management and that classroom population has an effect on math teachers' self-efficacy beliefs about classroom management

Summary

Introduction

The concept of self-efficacy attracted the attention of many researchers in the educational field (Berkant and Ekici, 2007; Ozdemir, 2008). Bandura (1986) first coined the term in his Social Learning Theory (Bulut and Oral 2011). Bandura (1994) defines self-efficacy as individuals' belief of their skills necessary for accomplishing a task expected of them. Bandura (1977) suggests that these beliefs have an effect on behavior as well.Bandura (1997) puts forward that self-efficacy consists of four main sources; mastery experience, vicarious experience of observing others, social persuasions and emotional physiological states.Mastery Experience: It is based directly on an individual's own personal experience. The concept of self-efficacy attracted the attention of many researchers in the educational field (Berkant and Ekici, 2007; Ozdemir, 2008). Bandura (1994) defines self-efficacy as individuals' belief of their skills necessary for accomplishing a task expected of them. Bandura (1997) puts forward that self-efficacy consists of four main sources; mastery experience, vicarious experience of observing others, social persuasions and emotional physiological states. Bandura (1997) posits that mastery experience is the most effective way of forming strong self-efficacy beliefs. Accomplishing a difficult task or overcoming an obstacle can develop a strong belief of self-efficacy (Cited in Usher and Pajares, 1997). As a result, repeated success does help a learner develop a stronger belief of self-efficacy, and reduces the negative effects of possible failure (Bandura, 1994)

Objectives

Methods

Results

Conclusion