Araştırma Makalesi
PDF Zotero Mendeley EndNote BibTex Kaynak Göster

Yıl 2019, Cilt 6, Sayı 2, 409 - 425, 13.12.2019
https://doi.org/10.33200/ijcer.621313

Öz

Kaynakça

  • Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2013). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational psychology review, 26 (1), 101-126.
  • Aydın, A. (2017). Sınıf yönetimi [Classroom management]. Ankara: Pegem A yayıncılık.
  • Bennett, D., & Stanberg, A. (2006). Musicians as teachers: Developing a positive view through collaborative learning partnerships. International Journal of Music Education, 24(3), 219-230.
  • Bilač, S., & Miljkovic, D. (2017). Reflective practice and job satisfaction in classroom management and discipline. Croatian Journal of Education, 19(3), 13-27.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons, Ltd, West Sussex, UK.
  • Brackett, M. A., & Katulak, N. A. (2007). Emotional intelligence in the classroom: Skill-based training for teachers and students. Applying emotional intelligence: A practitioner's guide, 1-27.
  • Brophy, J. (1986). Classroom management techniques. Education and Urban Society, 18(2), 182-194.
  • Card, N. A. (2012). Applied meta-analysis for social science research. The Guilford Press. New York.
  • Cartledge, G., & Johnson, C. T. (1996). Inclusive classrooms for students with emotional and behavioral disorders: Critical variables. Theory into Practice, 35(1), 51-57.
  • Coban, O., & Atasoy, R. (2019). An examination of relationship between teachers’ self-efficacy perception on ICT and their attitude towards ICT usage in the classroom. Cypriot Journal of Educational Sciences, 14(1), 136-145.
  • Cohen, J., & Geier, V. K. (2010). School climate research summary. School Climate Brief, 1(1), 1-6.
  • Cakmak, M. (2011). Changing roles of teachers: Prospective teachers' thoughts. Education and Science, 36(159), 14.
  • Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 58(8), 12-17.
  • Dincer, Ç., & Akgun, E. (2015). Developing a Classroom Management Skills Inventory for Preschool Teachers and the Correlation of Preschool Teachers’ Classroom Management Skills with Different Variables Education and Science, 40(177), 187-201.
  • Dincer, S. (2018). Content analysis in for educational science research: Meta-analysis, meta-synthesis, and descriptive content analysis. Bartın University Journal of Faculty of Education, 7(1), 176-190.
  • Emmer, E. T. (1994). Towards an understanding of the primacy of classroom management and discipline. Teaching Education, 6(1), 65-69.
  • Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755-765. Erdogan, I. (2011). Sınıf Yönetimi [Classroom management]. İstanbul: Alfa Yayınları.
  • Erdogan, S., & Kanık, E. A. (2011). Determination of cut-off values for heterogeneity measurements according to Cochran Q heterogeneity test result in meta-analyses: A simulation study. Turkiye Klinikleri Journal of Biostatistics, 3(2), 74-83.
  • Field, A. (2009). Discovering Statistics Using SPSS. Third Edition. SAGE Publications Inc. Thousand Oaks, California
  • Freiberg, H. J., Templeton, S. M., & Helton, S. (2013). Classroom management: A pathway to improving school climate in two British secondary schools. In Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning (203-225). Emerald Group Publishing Limited.
  • Gao, M, & Liu, Q. (2012). Effective teacher attributes: A comparison of American and Chinese secondary teacher candidates’ perceptions. Journal of the International Society for Teacher Education, 16 (2).
  • Smith, M. L., & Glass, G. V. (1977). Meta-analysis of psychotherapy outcome studies. American Psychologist, 32(9), 752.
  • Hart, R. (2010). Classroom behaviour management: Educational psychologists' views on effective practice. Emotional and Behavioural Difficulties, 15(4), 353-371.
  • Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in medicine, 21(11), 1539-1558.
  • Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557-560.
  • Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental psychology, 45(3), 740-763.
  • Henson, R. K., & Chambers, S. M. (2003). Personality type as a predictor of teaching efficacy and classroom control in emergency certification teachers. Education, 124(2), 261-269.
  • Hester, P., Gable, R. A., & Lee Manning, M. (2003). A positive learning environment approach to middle school instruction. Childhood Education, 79(3), 130-136.
  • Hung, C. L., & Fan, C. C. (2014). Perceived classroom management and student learning motivation in social studies of Taiwan junior high school students. European Journal of Research in Social Sciences, 2(3), 40-51.
  • Iverson, A. M. (2003). Building competence in classroom management and discipline. Merrill Prentice Hall.
  • Jacobs, G. M., & Renandya, W. A. (2017). Using positive education to enliven the teaching of reading. RELC Journal, 48(2), 256-263.
  • Jennings, P. A., & Greenberg, M. T. (2009). The pro-social classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
  • Jones, V. F., & Jones, L. S. (2004). Comprehensive classroom management: Creating communities of support and solving problems. Pearson/Allyn and Bacon.
  • Kane, K., & Harms, J. (2005). Getting started: A guide to collaboration in the classroom. University of Hawaii at Manoa: The President’s Educational Improvement Fund. Retrieved from http://www.cte.hawaii.edu/publications/Collab_web.pdf
  • Karadag, E., İsçi, S., Oztekin, S., & Anar, S. (2016). The relationship between school climate and students’ academic achievement: A meta-analysis study, Inonu University Journal of the Faculty of Education, 17(2), 107-122.
  • Karadag, E., Bektaş, F., Çogaltay, N., & Yalçın, M. (2015). The effect of educational leadership on students’ achievement: A meta-analysis study. Asia Pasific Education Review, 16(1), 79-93.
  • Kececioglu, T., & Erkal, H. (2013). The rethinking upon structure and content of competencies. KOCATEPEIIBF Journal, 15(2), 1-13.
  • Kepes, S, Banks, G. C., Mcdaniel, M. & Whetzel, D. L, (2012). Publication bias in the organizational sciences. Organizational Research Methods, 15 (4), 624-662.
  • Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680.
  • Kurt, S. (2009). Meta analizinin klinik çalışmalarda kullanımı üzerine bir uygulama. Yayınlanmamış Yüksek Lisans Tezi. Marmara Üniversitesi, İstanbul.
  • Lin, H., & Gomell, J. (1998). Pre-service teachers’ efficacy beliefs in Taiwan. Journal of Research and Development in Education, 32, 17-25.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Sage Publications, Inc.
  • Marshall, M. L. (2004). Examining school climate: Defining factors and educational influences. [white paper, electronic version]. Retrieved 10.02.2019 from http://education.gsu.edu/schoolsafety/
  • Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61 (1), 6-13.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
  • Mashburn, A. J., Hamre, B. K., Downer, J. T., & Pianta, R. C. (2006). Teacher and classroom characteristics associated with teachers’ ratings of pre-kindergartners’ relationships and behaviors. Journal of Psychoeducational Assessment, 24(4), 367-380.
  • Mitchell, M.M., & Bradshaw, C.P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5) 599-610.
  • MoNE, (2006). Öğretmenlik mesleği genel yeterlikleri. Retrived from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/13161921_YYretmenlik_MesleYi_Genel__YETERLYKLERi_onaylanan.pdf
  • MoNE, (2017). Öğretmenlik mesleği genel yeterlilikleri. Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf
  • Muijs, D., & Reynolds, D. (2001). Effective teaching: Evidence and practice. London: Paul Chapman Publishing.
  • Muijs, D., & Reynolds, D. (2002). Teachers' beliefs and behaviors: What really matters? The Journal of Classroom Interaction, 3-15.
  • McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the national longitudinal study of adolescent health. Journal of School Health, 72(4), 138-146.
  • Nkomo, N. N. E. F., & Fakrogha, E. (2016). Teacher personality and effective classroom management. International Journal of Innovative Research and Development, 5(13), 10-14.
  • Peña-López, I. (2009). Creating effective teaching and learning environments: First results from TALIS. Retrieved from https://www.oecd.org/berlin/43024880.pdf
  • Poulou, M. S. (2017). An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties. International Journal of School & Educational Psychology, 5(2), 126-136.
  • Resmi Gazete [Official Gazette], (2002). 28/8/2002 tarihli ve 2002/4720 sayılı kararnamenin eki: I sayılı cetvel. Retrieved from http://www.resmigazete.gov.tr/eskiler/2002/09/20020922.html
  • Roache, J., & Lewis, R. (2011). Teachers' views on the impact of classroom management on student responsibility. Australian Journal of Education, 55(2), 132-146.
  • Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2005). Publication bias in meta-analysis. Publication bias in meta-analysis: Prevention, Assessment and Adjustments, 1-7.
  • Sahito, Z., & Vaisanen, P. (2017). Factors affecting job satisfaction of teacher educators: Empirical evidence from the Universities of Sindh Province of Pakistan. Journal of Teacher Education and Educators, 6(1), 5-30.
  • Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172.
  • Simón, C., & Alonso-Tapia, J. (2016). Positive classroom management: Effects of disruption management climate on behaviour and satisfaction with teacher. Revista de Psicodidáctica, 21(1).
  • Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
  • Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339-355.
  • Şengül, Ü., Eslamian, S., & Eren, M. (2013). Economic activities of regions of level 2 according to statistical regional units classification (NUTS) in Turkey determining by using data envelopment analysis and Tobit model application. Yönetim Bilimleri Dergisi, 11 (21), 75-99.
  • THEC, (2011). National qualifications framework for higher education in Turkey. Retrieved from http://www.yok.gov.tr/documents/10348274/11114827/14.pdf/8f975b8a-d0c9-4414a67b5ec7e4c75705
  • THEC, (2018). An update of teaching profession programs. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-YetistirmLisans-Programlari/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf
  • Thornton, B., Peltier, G., & Hill, G. (2005). Do future teachers choose wisely: A study of pre-service teachers' personality preference profiles. College Student Journal, 39(3), 489-497.
  • OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en.
  • Ozdemir, N. (2019). Principal leadership and students’ achievement: Mediated pathways of professional community and teachers’ instructional practices. KEDI Journal of Educational Policy, 16(1), 81-104.
  • Uğurlu, C.T. (2016). Sınıf yönetimi [Classroom management]. Ankara: Anı Yayıncılık.
  • Ünal, Ö. F. (2013). A research on identifying core competency gap (A sample of group of companies) Çankırı Karatekin University Journal of Institute of Social Sciences, 4(1), 129-146.
  • Üstün, U., & Eryilmaz, A. (2014). A Research methodology to conduct effective research syntheses: Meta-analysis. Education and Science, 39(174), 1-32.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294.

A Meta-Analysis of the Effects of Some Factors on Teachers’ Classroom Management Skills

Yıl 2019, Cilt 6, Sayı 2, 409 - 425, 13.12.2019
https://doi.org/10.33200/ijcer.621313

Öz

The purpose of this study is to examine the effect of personal, professional and organizational factors on teacher’s classroom management skills in the Turkish context. Meta-analyses were performed to find out the effect sizes and understand the trend in substantive findings across classroom management skills studies. Data consisted of articles, master theses, and dissertations which were retrieved from the Turkish Higher Education Council (THEC) National Theses Center, ULAKBIM (a database for articles indexed by TUBITAK-ULAKBIM), THEC Academic, and Google Scholar databases. The main dataset in this study consisted of 59 independent studies. Findings revealed that the effect of personality traits of teachers, professional, and organizational factors on teachers’ classroom management skills was found at medium level. Emotional traits of teachers’, sub-dimension of personality traits, produced a greater effect size than cognitive skills and personality type. Teachers, who feel satisfied with their job, work in a positive school climate, get motivated by their top managers and share common values and culture with their colleagues, tend to use CMSs more effectively. While occupational burnout, low teaching performance, and poor organizational communication have a negative but significant effect, job satisfaction, school climate, organizational motivation, shared organizational values and rules have a moderately positive and significant effect on teachers’ CMSs. 


Kaynakça

  • Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2013). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational psychology review, 26 (1), 101-126.
  • Aydın, A. (2017). Sınıf yönetimi [Classroom management]. Ankara: Pegem A yayıncılık.
  • Bennett, D., & Stanberg, A. (2006). Musicians as teachers: Developing a positive view through collaborative learning partnerships. International Journal of Music Education, 24(3), 219-230.
  • Bilač, S., & Miljkovic, D. (2017). Reflective practice and job satisfaction in classroom management and discipline. Croatian Journal of Education, 19(3), 13-27.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons, Ltd, West Sussex, UK.
  • Brackett, M. A., & Katulak, N. A. (2007). Emotional intelligence in the classroom: Skill-based training for teachers and students. Applying emotional intelligence: A practitioner's guide, 1-27.
  • Brophy, J. (1986). Classroom management techniques. Education and Urban Society, 18(2), 182-194.
  • Card, N. A. (2012). Applied meta-analysis for social science research. The Guilford Press. New York.
  • Cartledge, G., & Johnson, C. T. (1996). Inclusive classrooms for students with emotional and behavioral disorders: Critical variables. Theory into Practice, 35(1), 51-57.
  • Coban, O., & Atasoy, R. (2019). An examination of relationship between teachers’ self-efficacy perception on ICT and their attitude towards ICT usage in the classroom. Cypriot Journal of Educational Sciences, 14(1), 136-145.
  • Cohen, J., & Geier, V. K. (2010). School climate research summary. School Climate Brief, 1(1), 1-6.
  • Cakmak, M. (2011). Changing roles of teachers: Prospective teachers' thoughts. Education and Science, 36(159), 14.
  • Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 58(8), 12-17.
  • Dincer, Ç., & Akgun, E. (2015). Developing a Classroom Management Skills Inventory for Preschool Teachers and the Correlation of Preschool Teachers’ Classroom Management Skills with Different Variables Education and Science, 40(177), 187-201.
  • Dincer, S. (2018). Content analysis in for educational science research: Meta-analysis, meta-synthesis, and descriptive content analysis. Bartın University Journal of Faculty of Education, 7(1), 176-190.
  • Emmer, E. T. (1994). Towards an understanding of the primacy of classroom management and discipline. Teaching Education, 6(1), 65-69.
  • Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755-765. Erdogan, I. (2011). Sınıf Yönetimi [Classroom management]. İstanbul: Alfa Yayınları.
  • Erdogan, S., & Kanık, E. A. (2011). Determination of cut-off values for heterogeneity measurements according to Cochran Q heterogeneity test result in meta-analyses: A simulation study. Turkiye Klinikleri Journal of Biostatistics, 3(2), 74-83.
  • Field, A. (2009). Discovering Statistics Using SPSS. Third Edition. SAGE Publications Inc. Thousand Oaks, California
  • Freiberg, H. J., Templeton, S. M., & Helton, S. (2013). Classroom management: A pathway to improving school climate in two British secondary schools. In Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning (203-225). Emerald Group Publishing Limited.
  • Gao, M, & Liu, Q. (2012). Effective teacher attributes: A comparison of American and Chinese secondary teacher candidates’ perceptions. Journal of the International Society for Teacher Education, 16 (2).
  • Smith, M. L., & Glass, G. V. (1977). Meta-analysis of psychotherapy outcome studies. American Psychologist, 32(9), 752.
  • Hart, R. (2010). Classroom behaviour management: Educational psychologists' views on effective practice. Emotional and Behavioural Difficulties, 15(4), 353-371.
  • Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in medicine, 21(11), 1539-1558.
  • Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557-560.
  • Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental psychology, 45(3), 740-763.
  • Henson, R. K., & Chambers, S. M. (2003). Personality type as a predictor of teaching efficacy and classroom control in emergency certification teachers. Education, 124(2), 261-269.
  • Hester, P., Gable, R. A., & Lee Manning, M. (2003). A positive learning environment approach to middle school instruction. Childhood Education, 79(3), 130-136.
  • Hung, C. L., & Fan, C. C. (2014). Perceived classroom management and student learning motivation in social studies of Taiwan junior high school students. European Journal of Research in Social Sciences, 2(3), 40-51.
  • Iverson, A. M. (2003). Building competence in classroom management and discipline. Merrill Prentice Hall.
  • Jacobs, G. M., & Renandya, W. A. (2017). Using positive education to enliven the teaching of reading. RELC Journal, 48(2), 256-263.
  • Jennings, P. A., & Greenberg, M. T. (2009). The pro-social classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
  • Jones, V. F., & Jones, L. S. (2004). Comprehensive classroom management: Creating communities of support and solving problems. Pearson/Allyn and Bacon.
  • Kane, K., & Harms, J. (2005). Getting started: A guide to collaboration in the classroom. University of Hawaii at Manoa: The President’s Educational Improvement Fund. Retrieved from http://www.cte.hawaii.edu/publications/Collab_web.pdf
  • Karadag, E., İsçi, S., Oztekin, S., & Anar, S. (2016). The relationship between school climate and students’ academic achievement: A meta-analysis study, Inonu University Journal of the Faculty of Education, 17(2), 107-122.
  • Karadag, E., Bektaş, F., Çogaltay, N., & Yalçın, M. (2015). The effect of educational leadership on students’ achievement: A meta-analysis study. Asia Pasific Education Review, 16(1), 79-93.
  • Kececioglu, T., & Erkal, H. (2013). The rethinking upon structure and content of competencies. KOCATEPEIIBF Journal, 15(2), 1-13.
  • Kepes, S, Banks, G. C., Mcdaniel, M. & Whetzel, D. L, (2012). Publication bias in the organizational sciences. Organizational Research Methods, 15 (4), 624-662.
  • Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680.
  • Kurt, S. (2009). Meta analizinin klinik çalışmalarda kullanımı üzerine bir uygulama. Yayınlanmamış Yüksek Lisans Tezi. Marmara Üniversitesi, İstanbul.
  • Lin, H., & Gomell, J. (1998). Pre-service teachers’ efficacy beliefs in Taiwan. Journal of Research and Development in Education, 32, 17-25.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Sage Publications, Inc.
  • Marshall, M. L. (2004). Examining school climate: Defining factors and educational influences. [white paper, electronic version]. Retrieved 10.02.2019 from http://education.gsu.edu/schoolsafety/
  • Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61 (1), 6-13.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
  • Mashburn, A. J., Hamre, B. K., Downer, J. T., & Pianta, R. C. (2006). Teacher and classroom characteristics associated with teachers’ ratings of pre-kindergartners’ relationships and behaviors. Journal of Psychoeducational Assessment, 24(4), 367-380.
  • Mitchell, M.M., & Bradshaw, C.P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5) 599-610.
  • MoNE, (2006). Öğretmenlik mesleği genel yeterlikleri. Retrived from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/13161921_YYretmenlik_MesleYi_Genel__YETERLYKLERi_onaylanan.pdf
  • MoNE, (2017). Öğretmenlik mesleği genel yeterlilikleri. Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf
  • Muijs, D., & Reynolds, D. (2001). Effective teaching: Evidence and practice. London: Paul Chapman Publishing.
  • Muijs, D., & Reynolds, D. (2002). Teachers' beliefs and behaviors: What really matters? The Journal of Classroom Interaction, 3-15.
  • McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the national longitudinal study of adolescent health. Journal of School Health, 72(4), 138-146.
  • Nkomo, N. N. E. F., & Fakrogha, E. (2016). Teacher personality and effective classroom management. International Journal of Innovative Research and Development, 5(13), 10-14.
  • Peña-López, I. (2009). Creating effective teaching and learning environments: First results from TALIS. Retrieved from https://www.oecd.org/berlin/43024880.pdf
  • Poulou, M. S. (2017). An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties. International Journal of School & Educational Psychology, 5(2), 126-136.
  • Resmi Gazete [Official Gazette], (2002). 28/8/2002 tarihli ve 2002/4720 sayılı kararnamenin eki: I sayılı cetvel. Retrieved from http://www.resmigazete.gov.tr/eskiler/2002/09/20020922.html
  • Roache, J., & Lewis, R. (2011). Teachers' views on the impact of classroom management on student responsibility. Australian Journal of Education, 55(2), 132-146.
  • Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2005). Publication bias in meta-analysis. Publication bias in meta-analysis: Prevention, Assessment and Adjustments, 1-7.
  • Sahito, Z., & Vaisanen, P. (2017). Factors affecting job satisfaction of teacher educators: Empirical evidence from the Universities of Sindh Province of Pakistan. Journal of Teacher Education and Educators, 6(1), 5-30.
  • Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172.
  • Simón, C., & Alonso-Tapia, J. (2016). Positive classroom management: Effects of disruption management climate on behaviour and satisfaction with teacher. Revista de Psicodidáctica, 21(1).
  • Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
  • Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339-355.
  • Şengül, Ü., Eslamian, S., & Eren, M. (2013). Economic activities of regions of level 2 according to statistical regional units classification (NUTS) in Turkey determining by using data envelopment analysis and Tobit model application. Yönetim Bilimleri Dergisi, 11 (21), 75-99.
  • THEC, (2011). National qualifications framework for higher education in Turkey. Retrieved from http://www.yok.gov.tr/documents/10348274/11114827/14.pdf/8f975b8a-d0c9-4414a67b5ec7e4c75705
  • THEC, (2018). An update of teaching profession programs. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-YetistirmLisans-Programlari/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf
  • Thornton, B., Peltier, G., & Hill, G. (2005). Do future teachers choose wisely: A study of pre-service teachers' personality preference profiles. College Student Journal, 39(3), 489-497.
  • OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en.
  • Ozdemir, N. (2019). Principal leadership and students’ achievement: Mediated pathways of professional community and teachers’ instructional practices. KEDI Journal of Educational Policy, 16(1), 81-104.
  • Uğurlu, C.T. (2016). Sınıf yönetimi [Classroom management]. Ankara: Anı Yayıncılık.
  • Ünal, Ö. F. (2013). A research on identifying core competency gap (A sample of group of companies) Çankırı Karatekin University Journal of Institute of Social Sciences, 4(1), 129-146.
  • Üstün, U., & Eryilmaz, A. (2014). A Research methodology to conduct effective research syntheses: Meta-analysis. Education and Science, 39(174), 1-32.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Articles
Yazarlar

Metin KAYA
BAYBURT ÜNİVERSİTESİ, BAYBURT EĞİTİM FAKÜLTESİ
0000-0002-8484-0650
Türkiye


Abdullah SELVİTOPU (Sorumlu Yazar)
KARAMANOĞLU MEHMETBEY ÜNİVERSİTESİ
0000-0001-5093-9444
Türkiye

Yayımlanma Tarihi 13 Aralık 2019
Yayınlandığı Sayı Yıl 2019, Cilt 6, Sayı 2

Kaynak Göster

APA Kaya, M. & Selvitopu, A. (2019). A Meta-Analysis of the Effects of Some Factors on Teachers’ Classroom Management Skills . International Journal of Contemporary Educational Research , 6 (2) , 409-425 . DOI: 10.33200/ijcer.621313

133171332113318  2351823524 13319 13327 13323  13322


13325

Bu eser Creative Commons Atıf-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.

IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868