The Relationship Between Teachers' Attitudes Towards Gamification and Their Classroom Management Styles
Öğretmenlerin Oyunlaştırma Tutumlarının Sınıf Yönetim Stilleri ile İlişkisinin İncelenmesi


DOI:
https://doi.org/10.5281/zenodo.15778320Keywords:
Gamification, teacher attitudes, classroom management, teaching experience, teaching level, correlation analysisAbstract
The purpose of this study is to examine the relationship between teachers' attitudes toward gamification and their classroom management styles. In this study, which employed the general survey model of quantitative research methods, data obtained from 260 teachers working during the 2023–2024 academic year were analyzed. The Gamification Attitude Scale and the Classroom Management Styles Scale were used as data collection tools. According to the research findings, teachers' attitudes toward gamification were generally found to be high, with particularly positive attitudes in the usage, acquisition, and design sub-dimensions. Significant differences were observed according to gender, marital status, age, education level, and years of experience. Male, married, experienced, and teachers with higher education levels were found to have higher gamification attitudes. In terms of classroom management styles, only free and uninterested styles were found to be significantly related to gamification. According to the correlation analysis, a moderate positive relationship was found between gamification attitudes and the uninterested classroom management style, while a low negative relationship was found between gamification attitudes and the authoritarian classroom management style. Based on the findings, it was concluded that there is a need for professional development programs aimed at improving teachers' gamification skills.
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