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

Autor/inn/en	Kaya, Metin; Selvitopu, Abdullah
Titel	A Meta-Analysis of the Effects of Some Factors on Teachers' Classroom Management Skills
Quelle	In: International Journal of Contemporary Educational Research, 6 (2019) 2, S.409-425 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-3868
Schlagwörter	Teacher Competencies; Classroom Techniques; Foreign Countries; Research Reports; Personality Traits; Job Satisfaction; School Culture; Collegiality; Teacher Burnout; Organizational Communication; Values; Elementary School Teachers; Secondary School Teachers; Preschool Teachers; Teacher Effectiveness; Turkey + Suchen Sie Ihr Suchwort? Lehrkunst; Klassenführung; Ausland; Research report; Forschungsbericht; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Schulkultur; Schulleben; Kollegialität; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Wertbegriff; Elementary school; Grundschule; Volksschule; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Türkei
Abstract	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 TUBITAKULAKBIM), 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. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01