CLASSROOM MANAGEMENT APPROACHES OF PRIMARY …

CLASSROOM MANAGEMENT APPROACHES OF PRIMARY SCHOOL TEACHERS

A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES

OF MIDDLE EAST TECHNICAL UNIVERSITY

BY SEDA YAAR

IN PARTIAL FULLFILMENT OF REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN

THE DEPARTMENT OF EDUCATIONAL SCIENCES

SEPTEMBER 2008

Approval of the Graduate School of Social Sciences

_______________ Prof. Dr. Sencer Ayata

Director

I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Science in Educational Sciences

_______________

Assoc. Prof. Dr. Oya Yerin G?neri

Head of Department

This is to certify that we have read this thesis and in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Science in Educational Sciences.

_______________

Assist. Prof. Dr. Cennet Engin Demir

Supervisor

Examining Committee Members

Assist. Prof. Dr. Cennet Engin DEMR (METU, EDS)

Assist. Prof. Dr. Hanife AKAR

(METU, EDS)

Assist. Prof. Dr. Esen UZUNTRYAK (METU,SSME)

________________ ________________ ________________

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I hereby declare that all the information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work.

Last Name, Name: Yaar Seda

Signature

:

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ABSTRACT

CLASSROOM MANAGEMENT APPROACHES OF PRIMARY SCHOOL TEACHERS

Yaar, Seda M. S. Department of Educational Sciences Supervisor: Assist. Prof. Dr. Cennet Engin Demir

September, 2008, 76 pages

This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables on classroom management approaches of teachers.

Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers' management approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.

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Key words: classroom management, constructivist curriculum, student-centered approach, teacher-centered approach, primary schools

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