SavedAdd your journal

Journals / Kuram ve Uygulamada Eğitim Bilimleri / 2012 / Cilt: 12 - Sayı: 2012

The effects of parental involvement, trust in parents, trust in students and pupil control ideology on conflict management strategies of early childhood teachers

Mehmet KARAKUŞ
Cezmi Ahmet SAVAŞ
Pages
2977–2985
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to the results, as the parents are more involved, teachers develop trust in parents and their students, and their higher levels of trust lead teachers to develop a more humanistic orientation towards their students.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this study it was aimed to determine the effects of parental involvement, teachers’ trust in parents and students, and teachers’ pupil control ideology on the conflict management strategies used by teachers in classroom management.
📊
Key Findings & Data:Data were collected from a sample of 254 teachers through paper and pencil questionnaires.
💡
Conclusion & Impact:According to the results, as the parents are more involved, teachers develop trust in parents and their students, and their higher levels of trust lead teachers to develop a more humanistic orientation towards their students.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

In this study it was aimed to determine the effects of parental involvement, teachers’ trust in parents and students, and teachers’ pupil control ideology on the conflict management strategies used by teachers in classroom management. Data were collected from a sample of 254 teachers through paper and pencil questionnaires. Data were analyzed with structural equation modeling approach and using Maximum Likelihood method. According to the results, as the parents are more involved, teachers develop trust in parents and their students, and their higher levels of trust lead teachers to develop a more humanistic orientation towards their students. Parental involvement and teachers’ trust in parents and their students cause teachers to use more constructive conflict management strategies such as integrating, compromising and obliging. Teachers’ lower levels of trust and their custodial orientation cause them to use dominating strategy. The results imply the importance of parental involvement and building trust for effectively solving the conflicts in the classroom.

Özet

In this study it was aimed to determine the effects of parental involvement, teachers’ trust in parents and students, and teachers’ pupil control ideology on the conflict management strategies used by teachers in classroom management. Data were collected from a sample of 254 teachers through paper and pencil questionnaires. Data were analyzed with structural equation modeling approach and using Maximum Likelihood method. According to the results, as the parents are more involved, teachers develop trust in parents and their students, and their higher levels of trust lead teachers to develop a more humanistic orientation towards their students. Parental involvement and teachers’ trust in parents and their students cause teachers to use more constructive conflict management strategies such as integrating, compromising and obliging. Teachers’ lower levels of trust and their custodial orientation cause them to use dominating strategy. The results imply the importance of parental involvement and building trust for effectively solving the conflicts in the classroom.

🔖

Cite This Article

KARAKUŞ, M., SAVAŞ, C. A. (2012). The effects of parental involvement, trust in parents, trust in students and pupil control ideology on conflict management strategies of early childhood teachers. Kuram ve Uygulamada Eğitim Bilimleri, Cilt: 12 - Sayı: 2012, 2977–2985. https://ajindex.com/articles/347453

References (14)

  1. Adam, K. S., & Christenson, S. L. (2000) Trust and the family– school relationship examination of parent–teacher differences in elementary and secondary grades. Journal of School Psychology, 38 (5), 477-497.
  2. Blake, P. R., & Mouton, J. S. (1964).
  3. Managerial grid. Houston, TX: Gulf. Boonsathorn, W. (2007). Understanding conflict management styles of Thais and Americans in multinational corporations in Thailand. International Journal of Conflict Management, 18 (3), 196-221.
  4. Boss, R. W. (1978). Trust and managerial problem solving revisited. Group & Organization Studies, 3, 331–342.
  5. Butler, J. K. Jr. (1995). Behaviors, trust, and goal achievement in a win-win negotiating role play. Group & Organization Management, 20, 486–501.
  6. Chu, E. H. S. (2007). Building trust in elementary schools: The impact of home school community collaboration. International Journal about Parents in Education, 1 (0), 08-20.
  7. Davidson, J. A., McElwee, G., & Hannan, G. (2004). trust and power as determinants of conflict resolution strategy and outcome satisfaction. Peace and Conflict: Journal of Peace Psychology, 10 (3), 275-292.
  8. De Dreu, C. W., Evers, A., Beersma, B., Kluwer, E. S., & Nauta, A. (2001). A theory-based measure of conflict management strategies in the workplace. Journal of Organizational Behavior, 22 (6), 645-668.
  9. Deutsch, M. (1986). Cooperation, conflict, and justice. In H. W. Bierhoff, R. J. Cohen, & J. Greenberg (Eds.), Justice in social relations (pp. 3–18). New York: Plenum. Drake, D. D. (2000). Parents and families as partners in the education process: Collaboration for the success of students in public schools. ERS Spectrum, 34-39.
  10. Epstein, J.L. (1983). Longitudinal effects of family-school-person interactions on student outcomes. In A. Kerckhoff (Ed.), Research in sociology of education and socialization (v. 4, pp. 101-128).
  11. Greenwich, CT: JAI Press.
  12. Fehrmann, P. G., Keith, T. Z., & Reimers, T. M. (1987). Home influence on school learning: Direct and indirect effects of parent involvement on high school grades. Journal of Educational Research, 80, 330-337.
  13. Gilbert, M. J. (2012). The relationship between pupil control ideology and academic optimism. Unpublished doctoral dissertation, Seton Hall University. 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. Elementary School Journal, 102 (1), 3-17.
  14. Grolnick, W. S., & Slowiaczek, M. L. (1994).