An Investigation of the Relationship between Early Childhood Teachers' Classroom Management Profiles and Humor Styles

Autor/in	Yilmaz-Çam, Betül
Titel	An Investigation of the Relationship between Early Childhood Teachers' Classroom Management Profiles and Humor Styles
Quelle	In: Journal of Teacher Education and Educators, 12 (2023) 1, S.29-52 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yilmaz-Çam, Betül)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Early Childhood Teachers; Early Childhood Education; Classroom Techniques; Humor; Foreign Countries; Teaching Styles; Correlation; Public Schools; Private Schools; Teacher Characteristics; Age Differences; Teaching Experience; Turkey + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Klassenführung; Humoristische Darstellung; Ausland; Lehrstil; Unterrichtsstil; Korrelation; Public school; Öffentliche Schule; Private school; Privatschule; Age; Difference; Age difference; Altersunterschied; Türkei
Abstract	The aim is to examine the relationship between early childhood teachers' classroom management profiles and humor styles. A correlational research methodology was utilized. 274 early childhood teachers working in ECE institutions within Turkey included. The Classroom Management Profiles Scale and Humor Styles Questionnaire were applied, and data were analyzed through t-test and ANOVA. As a result, laissez-faire and self-enhancing humor were the most common among participants. Even though there was a positive correlation between affiliative and self-defeating humor styles, the authoritarian profile was negatively correlated with laissez-faire. The indifferent profile was negatively correlated with the laissez-faire profile, while the affiliative humor style was positively correlated with the authoritarian and indifferent profile. Regarding other humor styles, there were no significant correlations observed. By increasing the number of study participants and using qualitative methods, the results from this current study can be supported, and humor styles can be used for effective classroom management. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01