The Role of Classroom Management on Confidence in Teachers and Educational Stress
Abstract views: 472
/ 
PDF downloads: 156
DOI:
https://doi.org/10.33200/ijcer.687109Keywords:
Classroom management, Confidence in teachers, Educational stress, Students, Secondary schoolAbstract
Discussions on the quality of education have been continuing up to the present day. Especially teachers’ educational efficacies, teacher-student relations and educational stress-which is thought to be related to them and which affects learning in negative ways- attract attention. Accordingly, this study aims to analyse the correlations between teachers’ classroom management efficacies, students’ confidence in teachers and the perception of educational stress. The study group was composed of 608 secondary school students in Altındağ district of Ankara province in 2018-2019 academic year. The research data were collected through classroom management scale, confidence in teachers scale and educational stress scale. The study employs relational survey model, and it analyses the data in quantitative techniques. The results obtained indicated that human management behaviours- one of the efficacies of classroom management- predicted confidence in teachers scale and of educational stress scale significantly. In this context, it may be recommended that pre-service and in-service training be offered to develop human management behaviours emphasising mutual respect, love and tolerance in teacher-student relations.
Anahtar KelimelerClassroom management, Confidence in teachers, Educational stress, Students, Secondary school
References
Acun Kapıkıran, N. (2008). Başarı sorumluluğunun ve başarı kaygısının psikopatolojik belirtilerle ilişkisinin belirlenmesi [The relationship between achievement responsibility and achievement anxiety in relation to psychopathological symptoms]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(23), 140-149.
Akman, Y., Abaslı, K., & Polat, Ş. (2018). Duygusal özerklik, öğrenci yılmazlığı, öğretmene güven ve problem çözme becerilerine yönelik algı arasındaki ilişkilerin öğrenci görüşlerine göre incelenmesi [Students’ views on the relationships among emotional autonomy, student resiliency, student trust in teacher and problem solving skills of students’]. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 38(3), 987-1012.
Akman, Y., & Özdemir, M. (2019). Örgütsel çekicilik, örgütsel imaj ve örgütsel sadakat arasındaki ilişkilerin incelenmesi: öğretmenler üzerine bir araştırma [Examining the relations between organisational attraction, organisational image and organisational loyalty: An investigation with teachers]. Education and Science, 44(198), 1-16.
Baker, J., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3-15.
Bean, S. (2007). Classroom Management to Promote Learning. Scotts Valley, CA: ETR Associates.
Bjorkman, S. M. (2007). Relationships among academic stress, social support, and internalizing and externalizing behavior in adolescence. Unpublished doctoral dissertation, Northern Illinois University.
Brewster, A. B., & Bowen, G. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child and Adolescent Social Work Journal, 21(1), 47-67.
Brophy, J. E. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4(1), 1-18.
Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. New York: Russell Sage Foundation.
Brown, D. H. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). New York, NY: Longman.
Brown, S. L., Teufel, J. A., Birch, D. A., & Kancherla, V. (2006). Gender, age, and behavior differences in early adolescent worry. Journal of School Health, 76(8), 430-437.
Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2012). Sosyal Bilimler İçin İstatistik (4. baskı) [Statistics For Social Sciences (4th ed.)]. Ankara: Pegem A Yayıncılık.
Capern, T., & Hammond, L. (2014). Establishing positive relationships with secondary gifted students and student with emotional/behavioral disorders; Giving these diverse learners what they need. Australian Journal of Teacher Education, 39(4), 45-67.
Cothran, D., & Ennis, C. (1997). Students’ and teachers’ perceptions of conflict and power. Teaching and Teacher Education, 13(5), 541-553.
Creswell, J. W. (2005). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. New Jersey: Pearson Prentice Hall.
Crosnoe, R., Johnson, M. K., & Elder, G. H., Jr. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 11, 60-81.
Cunningham, W. G., & Gresso, D. W. (1993). Cultural Leadership. Allyn Bacon, Boston, MA.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2016). Sosyal Bilimler için Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları. (4. baskı) [Multivariate Statistics SPSS and LISREL Applications for Social Sciences (4th ed.)]. Ankara: Pegem Akademi.
Emmer, E. T., & Evertson, C. M. (2013). Classroom Management for Middle and High School Teachers. Boston, MA: Pearson.
Ennis, C. D., & McCauley, M. T. (2002). Creating urban classroom communities worthy of trust. Journal of Curriculum Studies, 34, 149-172.
Fareh, S. (2018). Planning and class management. Thrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118784235.eelt0207.
Forsyth, P. B. (2008). The empirical consequences of school trust. In W. K. Hoy & M. DiPaola (Eds.), Improving schools: Studies in leadership and culture (pp. 1–28). Charlotte, NC: Information Age Publishing Inc.
Furrer, C. & Skinner, E. (2003) Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.
Ghosh, S. M. (2016). Academic stress among government and private high school students. International Journal of Indian Psychology, 3(8), 119-125.
Goddard, R., Tschannen-Moran, M., & Hoy, W. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 102(1), 3-17.
Gregory, A., & Ripski, M. B. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37, 337-353.
Hallinan, M. T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81, 271-283.
Hamre, B., & Pianta, R. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development 72(2), 625-638.
Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Counting and Clinical Psychology, 65(4), 599-610.
Hughes, J., & Kwok, O. (2006). Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis. Journal of School Psychology, 43(6), 465-480.
Ingersoll, R. M. (2005). The anomaly of educational organizations and the study of organizational control. In L. V. Hedges & B. Schneider (Eds.), The social organization of schooling (pp. 91-110). New York: Russell Sage Foundation.
Jones, V. F., & Jones, L. S. (1998). Comprehensive Classroom Management: Creating Communities of Support and SolvingProblems (5th ed.). Boston, MA: Allyn and Bacon.
Kaniuka, T. S., & Vickers, M. (2010). Lessons learned: how early college high schools offer a pathway for high school reform. National Association of Secondary School Principals, 94(3), 165-183.
Kaya, A., & Sezgin, M. (2017). Ortaokul öğrencilerinin mutluluklarının eğitim stresi ve okul yaşam kalitesi tarafından yordanması [Prediction of middle school students’ happiness by educational stress and quality of school life]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 41, 245-264.
Kayıkçı, K. (2009). The effect of classroom management skills of elementary school teachers on undesirable discipline behaviour of students. Procedia - Social and Behavioral Sciences, 1(1), 1215-1225.
Koster, G. L. (2016). The relationship between school structure and collective student trust in teachers. Unpublished doctoral dissertation, Oklahoma State University, USA.
Kouzma, N. M., & Kennedy, G. A. (2004). Self-reported sources of stress in senior high school students. Psychological Reports, 94(1), 314-316.
Lal, K. (2013). Academic stress among adolescent in relation to intelligence and demographic factors. American International Journal of Research in Humanities, Arts and Social Sciences, 5(1), 123-129.
Li, H., & Zhang, Y. (2008). Factors predicting rural Chinese adolescents’ anxieties, fears and depression. School Psychology International, 29, 376-384.
Lin, J., & Chen, Q. (1995). Academic pressure and impact on students’ development in China. McGill Journal of Education, 30, 149-168.
Little, E., & Hudson, A. (1998). Conduct problems and treatment across home and school: A review of the literature. Behaviour Change, 15, 213-227.
Marzano, R. J., Marzano, J. S., & Pickering, D, J. (2003). Classroom Management That Works. Alexandria, VA: ASCD.
McClain, S., & Cokley, K. (2017). Academic disidentification in black college students: The role of teacher trust and gender. Cultural Diversity and Ethnic Minority Psychology, 23(1), 125-133.
Millar, R., & Gallagher, M. (1996). Validity studies the "Things I Worry about" scale: Further developments in surveying the worries of postprimary school pupils. Educational and Psychological Measurement, 56(6), 972-994.
Mitchell, R. M., Forsyth, P. B., & Robinson, U. (2008). Parent trust, student trust and identification with school. Journal of Research in Education, 18, 116-124.
Mitchell, R. M., Kensler, L. & Tschannen-Moran, M. (2018) Student trust in teachers and student perceptions of safety: positive predictors of student identification with school. International Journal of Leadership in Education, 21(2), 135-154.
Mitra, D. L. (2009). Collaborating with students: Building youth-adult partnerships in schools. American Journal of Education, 115, 407-436.
Mulyadi, S., Rahardjo, W., & Basuki, A. M. H. (2016). The role of parent-child relationship, self-esteem, academic self-efficacy to academic stress. Procedia Social Behaviour Science, 217, 603-608.
Murray, C., & Zvoch, K. (2011). The inventory of teacher-student relationships: factor structure, reliability, and validity among African American youth in low-income urban schools. The Journal of Early Adolescence, 31(4), 493-525.
Nam, J., & Chang, M. (2018). Effectiveness of delinquency prevention program using propensity score matching: is trust in teachers a turning point in zerotolerance policies?. International Review of Public Administration, 23(2), 119-137.
Nunnally, J. C. (1978). Psychometric Theory. (2nd Ed.). McGraw-Hill, New York, NY.
Oliver, R, Wehby, J., & Daniel, J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 2011(4), 1-11.
Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). When does anxiety help or hinder cognitive test performance? The role of working memory capacity. British Journal of Psychology, 105, 92-101.
Özcan, G., & Gülözer, K. (2017). Sınıf yönetimi ölçeğinin geliştirilmesi [Development of class management scale]. Kastamonu Eğitim Dergisi, 25(3), 1133-1146.
Özer, N., & Tül, C.(2014). Öğrenciler için öğretmene güven ölçeğinin Türkçe formunun psikometrik özelliklerinin incelenmesi [Investigation of the psychometric properties of the Turkish version of student trust in teacher scale]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(1),105-119.
Özer, N., Dönmez, B., & Atik, S. (2016). Ortaokul ve lise öğrencilerinin okul müdürüne ve öğretmenlere güven düzeylerinin incelenmesi [Analysis of secondary and high school students’ trust in principal and teachers]. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 40(1), 259-280.
Page, R. M., West, J. H., & Hall, P. C. (2011). Psychosocial distress and suicide ideation in Chinese and Philippine adolescents. Asian Pasific Journal of Public Health, 23, 774-791.
Parmaksızoğlu Cebenoyan, A. (2008). The roles of parenting practices and school attitudes ın academic competence of Turkish high school students. Unpublished master of arts, Boğaziçi University, İstanbul.
Putwain, D. (2007). Researching academic stress and anxiety in students: Some methodological considerations. British Educational Research Journal, 33(2), 207-219.
Raider-Roth, M. (2005). Trusting what you know: Negotiating the relational context of classroom life. Teachers College Record, 107(4), 587-628.
Romero, L. S. (2015). Trust, behavior, and high school outcomes. Journal of Educational Administration, 53(2), 215-236.
Savage, T. V., & Savage, M. K. (2010). Successful Classroom Management and Discipline. Teaching Self-control and Responsibility (3rd ed.). Los Angeles, CA: Sage.
Seçer, İ., Veyis, F., Gökçen, R. A. (2015). Eğitim stres ölçeğinin Türk kültürüne uyarlanması: Güvenirlik ve geçerlik çalışması [Adaptation of educational stress scale into Turkish culture: the study of reliability and validity]. İlköğretim Online, 14(1), 216-229.
Sotardi, V. A. (2018). Bumps in the road: Exploring teachers' perceptions of student stress and coping. The Teacher Educator, 53(2), 208-228.
Stelter, B. (2013). Trust as a necessary factor in teacher-student interaction. Editör Maria Czerepaniak-Walczak Elżbieta Perzycka. Trust in Global Perspective. Published by PPH ZAPOL. 179-190.
Sun, R. C. F. (2015). Teachers' experiences of effective strategies for managing classroom misbehavior in Hong Kong. Teaching and Teacher Education, 46, 94-103.
Sun, J., Dunne, M. P., & Hou, X. (2012). Academic stress among adolescents in China. Australasian Epidemiologist, 19(1), 9-12.
Sun, J., Dunne, M. P., Hou, X., & Xu, A. (2013). Educational stress among Chinese adolescents: individual, family, school and peer influences. Educational Review, 65(3), 284-302.
Tang, N. Y. Y., & P. Westwood (2007). Worry, general self-efficacy and school achievement: An exploratory study with Chinese adolescents. Australian Journal of Guidance and Counselling, 17(1), 68-80.
Thompson, R. E. (2016). The effects of teachers’ self-efficacy & a positive learning environment on marginal students in mainstream high school settings. Yayımlanmamış doktora tezi, University of New England, England.
Truc, T. T., Loan, K. X., Nguyen, N. D., Dixon, J., Sun, J., & Dunne, M. P. (2015). Validation of the educational stress scale for adolescents (ESSA) in Vietnam. Asia-Pacific Journal of Public Health, 27(2), 112-121.
UNESCO (2017). Global education monitoring report 2017/8 - Accountability in education: Meeting our commitments. Paris: UNESCO Publishing. http://unesdoc.unesco.org/images/0025/002593/259338e.pdf
Van der Doef, M., & Maes, S. (1999). The job demand-control (-support) model and psychological well-being: A review of 20 years of empirical research. Work and Stress, 13(2), 87-114.
Van Petegem, K., Aelterman, A., Van Keer, H., & Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing. Social Indicators Research, 85, 279-291.
Viljaranta, J., Aunola, K., Mullola, S., Virkkala, J., Hirvonen, R., Pakarinen, E., & Nurmi, J. E. (2015). Children’s temperament and academic skill development during first grade: Teachers’ interaction styles as mediators. Child Development, 86, 1191-1209.
Walker, H. M., Ramsey, E., & Gresham, E. M. (2004). Antisocial Behavior in Schools: Evidence-based Practices (2nd ed.). Belmont, CA: Wadsworth.
Wang, M. C., Haertel, G., & Walberg, H. J. (1993). Toward a knowledge base of school learning. Review of Educational Research, 73, 249-294.
Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child Development, 62(5), 1066-1078.
Zajonc, R. B. (1980). Feeling and thinking: Preferences need no inferences. American Psychologist, 35(2), 151-175.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 International Journal of Contemporary Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
