The math teachers’ self-efficacy beliefs about classroom management (a case study of elementary schools in Diyarbakir)

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dc.authorid0000-0002-1040-6405en_US
dc.contributor.authorBulut, İlhami
dc.contributor.authorTopdemir, Selçuk
dc.date.accessioned2022-12-12T06:28:29Z
dc.date.available2022-12-12T06:28:29Z
dc.date.issued2018en_US
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Temel Eğitim Bölümüen_US
dc.description.abstractThis study aims to evaluate elementary school math teachers' self-efficacy beliefs about classroom management. With the aim of investigating elementary school math teachers' self-efficacy beliefs about classroom management, a classroom management self-efficacy scale was developed. The 5 point likert scale is composed of 46 items. The scale was applied to 142 math teachers working at elementary schools in Diyarbakir central district. Data were analyzed in terms of gender, seniority, classroom population and weekly course load. To analyze the data, t-test, one way variance analysis (ANOVA), Scheffe and LSD tests were used. The results showed that the math teachers have a positive self-efficacy belief of classroom management and that male teachers are better at maintaining discipline in class. In addition, the research shows that teachers with more experience are better at course design and classroom management and that classroom population has an effect on math teachers' self-efficacy beliefs about classroom management.en_US
dc.identifier.citationBulut, İ. ve Topdemir, S. (2018). The math teachers’ self-efficacy beliefs about classroom management (a case study of elementary schools in Diyarbakir). European Journal of Educational Research, 7(3), 639-652.en_US
dc.identifier.doi10.12973/eu-jer.7.3.639
dc.identifier.endpage652en_US
dc.identifier.issn2165-8714
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85060812442
dc.identifier.scopusqualityQ2
dc.identifier.startpage639en_US
dc.identifier.urihttps://www.eu-jer.com/the-math-teachers-self-efficacy-beliefs-about-classroom-management-a-case-study-of-elementary-schools-in-diyarbakir
dc.identifier.urihttps://hdl.handle.net/11468/11013
dc.identifier.volume7en_US
dc.indekslendigikaynakScopus
dc.institutionauthorBulut, İlhami
dc.language.isoenen_US
dc.publisherEurasian Society of Educationalen_US
dc.relation.ispartofEuropean Journal of Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectClassroom managementen_US
dc.subjectMath teachersen_US
dc.subjectSelf-efficacy beliefen_US
dc.titleThe math teachers’ self-efficacy beliefs about classroom management (a case study of elementary schools in Diyarbakir)en_US
dc.titleThe math teachers’ self-efficacy beliefs about classroom management (a case study of elementary schools in Diyarbakir)
dc.typeArticleen_US

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