The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers

Kenan Baş

doi:10.7575/aiac.ijels.v.7n.4p.62

Abstract

This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.

Highlights

The knowledge and the skills necessary to become a strong and modern society in terms of economic, social and cultural aspects can only be enabled through comprehensive and qualified education so that one can keep pace with today’s rapidly developing world (Recepoğlu & Ergün, 2017)
This study investigated the relationship between classroom management skills, and selfconfidence of social studies teachers
To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size

Summary

Introduction

The knowledge and the skills necessary to become a strong and modern society in terms of economic, social and cultural aspects can only be enabled through comprehensive and qualified education so that one can keep pace with today’s rapidly developing world (Recepoğlu & Ergün, 2017). Considering that the level of development of people living in a country is directly proportional to the level of teachers’ training, the incarnation of an education system compatible with the requirements of the information age will only be possible with the training of qualified teachers. Teachers have important duties and responsibilities in maintaining the learning-teaching process with meaningful activities in line with the predetermined goals. Teachers’ effective fulfillment of these tasks and responsibilities and enable permanent learning experience to the students is related to their classroom management skills (Başar, 2005; Memişoğlu, 2005). Classroom management is related to a wide range of teacher-led activities, e.g., organizing physical space, defining the classroom space, applying classroom management procedures, observing students’ behavior, coping with unwanted behavior, using time effectively, motivating students to the lesson, encouraging students to learn responsibility, and encouraging them to take part in classroom activities (Watkins & Wagner, 2000)

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Conclusion