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Journals / International Online Journal of Primary Education (IOJPE) / 2022 / Cilt: 11 - Sayı: 2

THE PREDICTIVE RELATIONSHIPS BETWEEN PRE-SCHOOL TEACHERS’ CLASSROOM MANAGEMENT SKILLS AND THEIR THINKING-SUPPORTIVE BEHAVIOURS

Senar ALKIN-ŞAHİN
Nihal TUNCA GUCLU
Melis YEŞİLPINAR UYAR
Pages
412–425
Publication Date
2022-12-31
DOI
—
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AI Summary & Key Takeaways

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

While there is no relationship between the Plan-Program Activities sub-dimension and the predicted variables, Time Management significantly predicted the clarity needed to support thinking, and Classroom Physical Arrangements significantly predicted reflection through documentation.

📌 3 Key Takeaways

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Objective & Hypothesis:This is a predictive study aiming to determine the extent to which pre-school teachers’ classroom management (CM) skills predict thinking-supportive behaviours.
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Key Findings & Data:Within the study, 183 preschool teachers participated.
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Conclusion & Impact:While there is no relationship between the Plan-Program Activities sub-dimension and the predicted variables, Time Management significantly predicted the clarity needed to support thinking, and Classroom Physical Arrangements significantly predicted reflection through documentation.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Pre-school teacher · thinking supportive teacher behaviour · classroom management skill

Abstract

This is a predictive study aiming to determine the extent to which pre-school teachers’ classroom management (CM) skills predict thinking-supportive behaviours. Within the study, 183 preschool teachers participated. The data of the study was collected using Pre-school Teachers’ Classroom Management Skills Scale (CMSS) and Thinking Supportive Teacher Behaviours Scale (TSTBS). In the analysis of the data, Pearson correlation analysis and multi-linear regression were used. In light of the strong predictive relationships obtained from the current study, it can be said that pre-school teachers should effectively manage their classrooms in order to display behaviours that support thinking in learning environments. The sub-dimension of Communication and Behavioural Regulations yielded the highest correlation with teacher behaviours that support thinking and was found to be a significant predictor. While there is no relationship between the Plan-Program Activities sub-dimension and the predicted variables, Time Management significantly predicted the clarity needed to support thinking, and Classroom Physical Arrangements significantly predicted reflection through documentation.

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Cite This Article

ALKIN-ŞAHİN, S., GUCLU, N. T., UYAR, M. Y. (2022). THE PREDICTIVE RELATIONSHIPS BETWEEN PRE-SCHOOL TEACHERS’ CLASSROOM MANAGEMENT SKILLS AND THEIR THINKING-SUPPORTIVE BEHAVIOURS. International Online Journal of Primary Education (IOJPE), Cilt: 11 - Sayı: 2, 412–425. https://ajindex.com/articles/873494

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