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Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

Yıl 2023, Cilt: 43 Sayı: 2, 1053 - 1099, 02.09.2023

Burcu Gokgoz-kurt Figen Karaferye

https://doi.org/10.17152/gefad.1262348

Öz

The present study investigated tertiary-level English as a Foreign Language Teachers’/Instructors’ beliefs and perceptions of classroom management, discipline, and leadership in the classroom. In order to achieve this aim, EFL instructors completed the Teacher Self-efficacy in Classroom Management and Discipline Scale and two other open-ended questions asking them about their strengths and areas of improvement in classroom management and leadership. As revealed by the findings, EFL teachers reported their teaching and classroom management self-efficacy as somewhat high, while their view of external influences was neutral. Regarding the role of background variables, only, the experience was found to positively affect the self-reported measure of classroom management and discipline self-efficacy. Analysis of the qualitative data from the responses to open-ended questions further corroborated and expanded the quantitative data revealing diverse perspectives regarding EFL teachers’ strengths and areas of improvement in managing their classrooms more effectively.

Anahtar Kelimeler

Classroom management EFL teachers Leadership Teacher self-efficacy University

Kaynakça

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  • Aliakbari, M., & Heidarzadi, M. (2015). The relationship between EFL teachers’ beliefs and actual practices of classroom management. Cogent Education, 2(1), 1039255. doi:10.1080/2331186x.2015.1039255
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İngilizce Öğretmenlerinde Sınıf Yönetimi ve Liderlik: Öz-yeterlilik, Güçlü Yönler ve İyileştirme Alanları

Yıl 2023, Cilt: 43 Sayı: 2, 1053 - 1099, 02.09.2023

Burcu Gokgoz-kurt Figen Karaferye

https://doi.org/10.17152/gefad.1262348

Öz

Bu çalışma üniversite düzeyinde İngilizce öğreten öğretim görevlilerinin sınıf yönetimi, disiplin ve sınıftaki liderlik inançlarını ve algılarını araştırmaktadır. Katılımcılardan; (a) katılımcı bilgi formunu, (b) Sınıf Yönetimi ve Disiplininde Öğretmen Öz-yeterliliği Ölçeği sorularını ve (c) sınıf yönetimi ve liderliği konusunda güçlü yönlerini ve kendilerini geliştirmek istedikleri alanları soran iki açık uçlu soruyu yanıtlamaları istenmiştir. Bulgulara göre, öğretim görevlileri öğretim ve sınıf yönetimi öz-yeterliklerini orta düzeyde yüksek olarak bildirmiş, dış etkilere ilişkin görüşleri konusunda ise kararsız oldukları gözlenmiştir. Katılımcıya ilişkin değişkenlerin rolü ile ilgili olarak, yalnızca deneyimin, sınıf yönetimi ve disiplin öz-yeterliliğini olumlu yönde etkilediği sonucuna varılmıştır. Açık uçlu sorulara verilen yanıtlardan elde edilen nitel verilerin analizi yoluyla, öğretim görevlilerinin güçlü yönlerine ve sınıflarını daha etkili bir şekilde yönetmek için kendilerini geliştirmek istedikleri alanlara ilişkin farklı bakış açıları sağlanmış ve böylelikle nicel veriler de desteklenmiş ve genişletilmiştir.

Anahtar Kelimeler

Sınıf yönetimi Liderlik Yabancı dil olarak İngilizce Öğretmenleri Öğretmen öz-yeterliği Üniversite

Kaynakça

  • Alasmari, N. J., & Althaqafi, A. S. A. (2021). Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy. Language Teaching Research, 136216882110463. doi:10.1177/13621688211046351
  • Aliakbari, M., & Heidarzadi, M. (2015). The relationship between EFL teachers’ beliefs and actual practices of classroom management. Cogent Education, 2(1), 1039255. doi:10.1080/2331186x.2015.1039255
  • Altman, D. G. (1991). Practical Statistics for Medical Research. Chapman and Hall, London.
  • Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103. doi:10.14221/ajte.2010v35n1.8
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). Cambridge: Cambridge University Press.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman and Company. Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). Harlow: Longman.
  • Bosch, K. A. (2014). Planning classroom management: A five-step process to creating a positive learning environment (2nd ed.). Corwin Press.
  • Cevallos, L. F. E., & Soto, S. T. (2020). EFL Classroom Management. MEXTESOL Journal. 44(2), 1-11.
  • Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and teacher education, 21(3), 257-272.
  • Chernyshenko, O., Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and wellbeing: Conceptual framework for the OECD study on social and emotional skills. OECD Education Working Papers, No. 173. OECD Publishing. Paris, France. Retrieved May 12, 2022. doi: 10.1787/db1d8e59-en
  • Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Lawrence Erlbaum Associates, Hillsdale.
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2013). 2013 CASEL guide: Effective social and emotional learning programs. Retrieved May 12, 2022, from http://www.casel.org/guide/
  • Cooper, L. A. (2019). Impact of conscious discipline on teacher efficacy and burnout: Perspectives for elementary teachers. International Journal of Education Policy and Leadership, 15(14). doi:10.22230/ijepl.2019v15n14a882
  • Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson
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  • Martin, N. K., Schafer, N. J., McClowry, S., Emmer, E. T., Brekelmans, M., Mainhard, T., & Wubbels, T. (2016). Expanding the definition of classroom management: Recurring themes and new conceptualizations. Journal of Classroom Interaction 51(1), 31-41.
  • Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.
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  • Merç, A., & Subaşı, G. (2015). Classroom management problems and coping strategies of Turkish student EFL teachers. Turkish Online Journal of Qualitative Inquiry, 6(1), 39-71.
  • Miller, A. (2011). Contexts and attributions for difficult behavior in English classrooms. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1093-1120). New York: Routledge.
  • Mitchell, M. (2019). Teacher self-efficacy and classroom management (Doctoral dissertation). Walden University, MN, USA. Walden Dissertations and Doctoral Studies. 7701. Retrieved from https://scholarworks.waldenu.edu/dissertations/7701.
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  • Poulou, M. S., Reddy, L. A., & Dudek, C. M. (2019). Relation of teacher self-efficacy and classroom practices: A preliminary investigation. School Psychology International, 40(1), 25-48. doi:10.1177/0143034318798045
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  • Wubbels, T., Brekelmans, M., den Brok, P., & van Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 1161-1191). New York: Lawrence Erlbaum Associates.
  • Xiyun, S., Fathi, J., Shirbagi, N., & Mohammaddokht, F. (2022). A structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among English teachers. Frontiers in Psychology 13, 904151. doi: 10.3389/fpsyg.2022.904151
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Toplam 99 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Burcu Gokgoz-kurt 0000-0001-7169-2890

Figen Karaferye 0000-0003-3449-032X

Yayımlanma Tarihi 2 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 43 Sayı: 2

Kaynak Göster

APA Gokgoz-kurt, B., & Karaferye, F. (2023). Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 43(2), 1053-1099. https://doi.org/10.17152/gefad.1262348
AMA Gokgoz-kurt B, Karaferye F. Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas. GEFAD. Eylül 2023;43(2):1053-1099. doi:10.17152/gefad.1262348
Chicago Gokgoz-kurt, Burcu, ve Figen Karaferye. “Classroom Management and Leadership Among EFL Instructors: Self-Efficacy, Strengths, and Improvement Areas”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43, sy. 2 (Eylül 2023): 1053-99. https://doi.org/10.17152/gefad.1262348.
EndNote Gokgoz-kurt B, Karaferye F (01 Eylül 2023) Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43 2 1053–1099.
IEEE B. Gokgoz-kurt ve F. Karaferye, “Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas”, GEFAD, c. 43, sy. 2, ss. 1053–1099, 2023, doi: 10.17152/gefad.1262348.
ISNAD Gokgoz-kurt, Burcu - Karaferye, Figen. “Classroom Management and Leadership Among EFL Instructors: Self-Efficacy, Strengths, and Improvement Areas”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43/2 (Eylül 2023), 1053-1099. https://doi.org/10.17152/gefad.1262348.
JAMA Gokgoz-kurt B, Karaferye F. Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas. GEFAD. 2023;43:1053–1099.
MLA Gokgoz-kurt, Burcu ve Figen Karaferye. “Classroom Management and Leadership Among EFL Instructors: Self-Efficacy, Strengths, and Improvement Areas”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 43, sy. 2, 2023, ss. 1053-99, doi:10.17152/gefad.1262348.
Vancouver Gokgoz-kurt B, Karaferye F. Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas. GEFAD. 2023;43(2):1053-99.