İlköğretim okulu öğretmenlerinin sınıf yönetimi tarzları ile demokratik değerlere ilişkin görüşleri arasındaki ilişki
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Bu çalışmanın amacı ilköğretim okulu öğretmenlerinin sınıf yönetimi tarzlarını, demokratik değerlere ilişkin görüşlerini ve bu iki görüş arasındaki ilişkiyi belirlemektir. Tarama modelindeki araştırmanın örneklemi Kütahya il merkezindeki ilköğretim okullarında görev yapan 300 öğretmenden oluşmaktadır. Bulgulara göre ilköğretim okulu öğretmenleri daha çok, takdir edilen sınıf yönetimi tarzına sahiptir. Öğretmenlerin sınıf yönetimi tarzları cinsiyetlerine göre değişmezken, otoriter sınıf yönetimi tarzları branş; takdir edilen sınıf yönetimi tarzları eğitim durumu ve yaş; başıboş sınıf yönetimi tarzları branş, eğitim durumu ve kıdeme göre değişmektedir. Öğretmenler demokratik değerlere yüksek düzeyde katılım göstermiştir. Öğretmenlerin demokratik değerlere ilişkin görüşleri cinsiyet ve branşa göre değişmezken, eğitim durumu, yaş ve kıdeme göre değişmektedir. Ayrıca öğretmenlerinin demokratik değerlere ilişkin görüşleri ile sınıf yönetimi tarzları arasında düşük düzeyde anlamlı ilişkiler vardır.Purpose: This study aimed to determine public elementary school teachers&#8217; views on classroom management styles and democratic values, and to determine the relationship between these views. A total of 300 voluntary teachers from Kütahya province were included in the sample of the survey model research. Data obtained from the study were gathered using the &#8220;Classroom Management Profile Scale&#8221; and the &#8220;Democratic Values Scale&#8221;. Descriptive statistics and correlation analysis were used in data analysis. Results: According to the results of the study, more than half of the primary school teachers have the &#8220;Authoritative Classroom Management Style&#8221;, which involves laissez-faire, authoritarian, and indifferent classroom management styles. Teachers have a high level agreement to each classroom management style. Generally, authoritative classroom management styles are preferred by students. Teachers exhibit friendly, productive and considerate behavior towards students, often write suggestions on assignments, award points, which have a positive impact on students, and guide students in their projects and other tasks (Ekici, 2004, 2006). Primary school teachers&#8217; classroom management styles do not vary according to gender. Accordingly, it can be said that primary school teachers&#8217; classroom management styles are not affected by gender. Primary scho- ol teachers&#8217; authoritative and laissez-faire classroom management styles vary according to field. Field teachers have a more authoritative and less laissez-faire classroom management style than classroom teachers. Primary school teachers have a high level of participation in the democratic values total score, rights of education, solidarity and freedom sub-dimensions. Primary school teachers&#8217; views of democratic values total score, and sub-dimensions do not vary according to gender or field, whereas their views of democratic values total score, and sub-dimensions vary according to age. Teachers aged &#8220;41 and above&#8221; score the highest points in the democratic values total scores, freedom and solidarity sub-dimensions, with the rights of education sub-dimension ranking second. There is no significant relationship between teachers&#8217; views on &#8220;democratic values and sub-dimensions&#8221; and &#8220;classroom management styles&#8221;. However, these relationships are low level. The most significant relationship is between the &#8220;authoritative classroom management styles&#8221; and &#8220;solidarity sub-dimensions&#8221;. Discussion and Conclusion: The authoritative classroom management style is generally preferred by students because teachers display warm, productive and understanding behavior towards students, often write suggestions on assignments, give marks to students which could affect them positively, and guide students in projects and other tasks (Ekici, 2004, 2006). Teachers mostly agree with democratic values. The dimension of the right to education includes items associated with enabling students to access education. The dimension of freedom, the least agreed on dimension, concerns student-centered practices such as frequently asking for students&#8217; views in the school or classroom environment and eliciting their opinions in matters that could affect them. Accordingly, primary school teachers defend the right to education more than providing students with more freedom. In fact, the dimension of the right to education reflects a global value that &#8220;every individual should be given the right to education&#8221;, and it is natural that teachers highly agree with the dimension because they are the ones who are obliged to defend it. It is expected that teachers mostly agree with the dimension of freedom. There are certain significant correlations between &#8220;Democratic values and the sub-dimensions&#8221; and &#8220;classroom management styles&#8221;. However, all of these correlations are low. The highest correlation is between &#8220;authoritative classroom management&#8221; and the &#8220;sub-dimension of solidarity&#8221;. Consequently, as primary school teachers&#8217; positive views about solidarity increase, positive views about authoritative classroom management increase.