Examining the Relationship Between Teachers’ Classroom Management Styles and Attitudes Towards Professional Development
Öğretmenlerin Sınıf Yönetim Stilleri ile Mesleki Gelişime Yönelik Tutum İlişkisinin İncelenmesi
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https://doi.org/10.5281/zenodo.14639102Keywords:
Attitude towards professional development, teacher, classroom management stylesAbstract
This study aimed to examine the relationship between teachers' classroom management styles and their attitudes towards professional development. This research was conducted with a relational screening model. According to the research results, it was revealed that the general mean score of teachers' attitudes towards professional development was 3.01±0.37; the general mean score of classroom management styles was 3.72±0.49. As a result, it was seen that the attitudes towards professional development and perceptions of classroom management styles of the teachers participating in the research were above the average. In the examination according to gender, teachers' attitudes towards professional development and classroom management styles did not change according to being male or female. In the examination according to marital status, teachers' attitudes towards professional development and classroom management styles did not change according to being married or single. In the examination according to educational status, teachers' attitudes towards professional development and classroom management styles did not change according to undergraduate or graduate education. In the examination according to age groups, teachers' attitudes towards professional development and classroom management styles did not change according to age groups. In the examination according to service year groups, teachers' attitudes towards professional development and classroom management styles did not change according to service year groups. There was no statistically significant relationship between teachers' attitudes towards professional development and their perceptions of classroom management styles total scores. On the other hand, teachers' total scores of their attitudes towards professional development do not significantly predict their perceptions of classroom management styles total scores.
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