Factors Influencing Teachers Disciplinary Strategies


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TURANLI A. S. , DURMUŞÇELEBİ M.

Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, cilt.14, ss.1-12, 2006 (Hakemli Üniversite Dergisi)

  • Cilt numarası: 14 Konu: 21
  • Basım Tarihi: 2006
  • Dergi Adı: Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
  • Sayfa Sayıları: ss.1-12

Özet

Teachers’ disciplinary strategies when faced with disruptive behaviors differ considerably from incident to incident, which requires identification of the factors contributory to this differential treatment. With this aim in mind, this small-scale study was designed to identify certain determinants of teachers’ behaviors. In order to gather data, 127 primary school (6 to 8 grades) and high school teachers wrote their preferred strategies for ten problematic incidents. These open-ended responses were content analyzed and encoded in line with the management approaches found in the related literature. The encoded data were quantified and processed in line with the research question. The findings showed that Turkish teachers mostly prefer interactionist or higher control strategies and that their preferred strategies differed according to teachers’ gender, subjects, school level and the academic status of disruptive students. Some implications are accordingly suggested for teachers.

İstenmeyen davranışlarla karşılaştıklarında öğretmenlerin tercih ettikleri yöntem-ler, durumdan duruma önemli değişiklikler gösterir; bu durum, farklı uygulamalara yol açan etkenlerin tespit edilmesini gerekli kılar. Bu çalışma, öğretmenlerin davranışlarının bazı belirleyicilerini belirlemek amacıyla planlandı. Veri toplamak amacıyla, 127 ilköğre-tim (ikinci kademe) ve lise öğretmeninden, kendilerine verilen on tane örnek durumda nasıl davranacaklarını yazmaları istendi. Öğretmenlerin cevapları, içerik çözümlemesine tabi tutuldu ve alanyazında karşılaştırılan sınıf yönetimi yaklaşımlara göre kodlandı. Kod-lanan veriler, nitel hale getirildi ve araştırma sorusuna paralel olarak işlendi. Bulgular, Türk öğretmenlerinin, etkileşimci veya daha yüksek kontrol düzeyindeki yöntemleri tercih ettikleri, bu tercih edilen yöntemlerin öğretmenlerin cinsiyeti, konu alanı, çalıştıkları okul düzeyi ve sorun davranışa baş vuran öğrencinin akademik durumuna göre farklılık göster-diğini göstermiştir. Bunlara yönelik olarak, öğretmenlere bazı önerilerde bulunulmuştur.

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