دورية أكاديمية
The Predictive Relationships between Pre-School Teachers' Classroom Management Skills and Their Thinking-Supportive Behaviours
| العنوان: | The Predictive Relationships between Pre-School Teachers' Classroom Management Skills and Their Thinking-Supportive Behaviours |
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| اللغة: | English |
| المؤلفون: | Alkin-Sahin, Senar (ORCID |
| المصدر: | International Online Journal of Primary Education. 2022 11(2):412-425. |
| الإتاحة: | International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.orgTest/ |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| الواصفات: | Preschool Teachers, Classroom Techniques, Teacher Student Relationship, Classroom Design, Thinking Skills, Correlation, Self Control, Communication Skills, Student Behavior, Predictor Variables, Reflection, Time Management, Teacher Characteristics, Foreign Countries, Teacher Attitudes, Preschool Children |
| مصطلحات جغرافية: | Turkey |
| تدمد: | 1300-915X |
| مستخلص: | 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 subdimension 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الانضمام: | EJ1373826 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1300-915X |
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