TEACHERS' LEVELS OF CLASSROOM MANAGEMENT CONCERN AND PUPIL CONTROL IDEOLOGIES

The purpose of this study is to examine the relationships between teachers' classroom management concern and pupil control ideologies. In this context, research design, general survey model and relational model were preferred. The universe of the research consists of 8957 teachers working in official schools in the Malatya province. The sample of the study, on the other hand, consists of 546 teachers who were determined using the stratified sampling method. The data of the research were collected from the teachers after obtaining the necessary permissions by the researcher. In this context, a questionnaire form consisting of two parts was used. The first part is based on demographic information (gender, years of service and school level), the second part is from the "Classroom Management Concern Scale” and "Pupil Control Ideologies Scale. As a result of the analysis, it was determined that teachers' pupil control ideologies average scores differed significantly. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

Cognitive-behavioral correlates of pupil control ideology

Teacher’s pupil control ideology is a central feature for the quality of the teacher-student relationship, which, in turn, impacts the teacher’s level of well-being. The pupil control ideology refers to a teacher’s belief system along a continuum from humanistic to custodial views. Teachers with humanistic orientation view students as responsible and, therefore, they exert a lower degree of control to manage students’ classroom behaviors. Teachers with a custodial orientation view students as untrustworthy and, therefore, they exert a higher degree of control to manage students’ classroom behaviors. The relationship between pupil control ideology and dysfunctional beliefs originated from the cognitive-behavioral therapy framework has not been investigated, despite existing evidence suggesting that the pupil control ideology is linked to stress and burnout. One hundred fifty-five teachers completed a set of self-report questionnaires measuring: (i) teacher’s pupil-control ideology; (ii) perfectionistic and hostile automatic thoughts; (iii) irrational beliefs; (iv) unconditional self-acceptance; (v) early maladaptive schemas; and (vi) dimensions of perfectionism. The result suggests that teachers who adopt a custodial view on pupil control ideology endorse more dysfunctional beliefs than teachers who adopt a humanistic view. They tend to present a higher level of perfectionism, unrelenting standards, and problematic relational beliefs, including schemas of mistrust and entitlement. They also present more often other-directed demands and derogation of other thoughts. Such results picture a dysfunctional view on pupils who misbehave, as adversaries who threaten their rigid and/or perfectionistic expectations.

Photoreceptor inputs to pupil control

The size of the pupil depends on light level. Watson & Yellott (2012) developed a unified formula to predict pupil size from luminance, field diameter, age, and number of eyes. Luminance reflects input from the L and M cones in the retina but ignores the contribution of intrinsically photosensitive retinal ganglion cells (ipRGCs) expressing the photopigment melanopsin, which are known to control the size of the pupil. We discuss the role of melanopsin in controlling pupil size by reanalysing an extant data set. We confirm that melanopsin-weighted quantities, in conjunction with Watson & Yellott’s formula, adequately model intensity-dependent pupil size. We discuss the contributions of other photoreceptors into pupil control.