The effect of preservice social studies teachers’ pupil control ideologies on their classroom management beliefs

2019 ◽

Vol 7 (4) ◽

pp. 62

Author(s):

Kenan BAŞ

Keyword(s):

Social Studies ◽

Classroom Management ◽

Class Size ◽

Social Studies Teachers ◽

Future Research ◽

Management Skills ◽

Self Confidence ◽

The Social ◽

Significant Difference ◽

The Relationship

This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.

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Training Needs for the Professional Development of Social-Studies Teachers at the Intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study

Journal of Education and Learning ◽

10.5539/jel.v6n2p171 ◽

2017 ◽

Vol 6 (2) ◽

pp. 171

Author(s):

Yousef Ogla Almarshad

Keyword(s):

Professional Development ◽

Social Studies ◽

Classroom Management ◽

Intermediate Stage ◽

Field Studies ◽

Training Needs ◽

Social Studies Teachers ◽

Management Skills ◽

Technological Advances ◽

Information And Communication

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It focuses on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods. Its subjects are 60 male teachers and 60 female teachers carefully selected for the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterize by its rabid change and great technological advances.

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Training Needs for the Professional Development of Social-Studies Teachers at the intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study

Pakistan Journal of Education ◽

10.30971/pje.v33i2.50 ◽

2017 ◽

Vol 33 (2) ◽

Author(s):

Yousef Al Marshad

Keyword(s):

Professional Development ◽

Social Studies ◽

Classroom Management ◽

Rapid Change ◽

Intermediate Stage ◽

Field Studies ◽

Training Needs ◽

Social Studies Teachers ◽

Management Skills ◽

Technological Advances

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It Focuses lower case F on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods reference needed. The study was done based on 120 people from Aljouf region which includes the city of Sakaka, Duma, Garra and Zallum. Its subjects are 60 male teachers and 60 female teachers carefully selected how? For the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterized by its rapid change and great technological advances.

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Examination of Classroom Management Approaches of Social Studies Teachers

International Education Studies ◽

10.5539/ies.v12n11p139 ◽

2019 ◽

Vol 12 (11) ◽

pp. 139

Author(s):

Selma Güleç ◽

Nazlı Durmuş

Keyword(s):

Social Studies ◽

Classroom Management ◽

Personal Characteristics ◽

Social Studies Teachers ◽

Research Model ◽

Significance Level ◽

Descriptive Research ◽

The Social ◽

Significant Difference ◽

Management Approaches

In this study, the v0iews of social studies teachers about the autocratic, democratic and irrelevant classroom management approaches were examined. For this purpose, it was investigated whether the opinions of the social studies teachers about the classroom management approaches differed according to their gender and seniority. This research employed a descriptive research model. The sample of the study consisted of 83 teachers working in various schools in Bursa. In this study, the “teachers’ understanding of classroom management survey” developed by Terzi and composed of two sections and a total of 38 items was used. The data of the study was analyzed in the SPSS program by using the significance level of .05. By using one-sample t-test in the pairwise comparisons, it was aimed to determine whether there was a difference between the teachers’ classroom management understandings and their personal characteristics. In the comparison of more than two sets, one-way analysis of variance was applied. As a result of the study, no significant difference was found between the social studies teachers’ classroom management approaches according to the variable of gender. The female and the male social studies teachers demonstrated their autocratic, democratic and irrelevant classroom management understandings at the same level. According to the variable of professional seniority, it was found out that the teachers with a professional seniority of between 16-20 years exhibited their democratic classroom management approaches at a higher level.

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