Primary school science and mathematic teachers' beliefs in terms of the relationship between education and classroom management.

Abstract

The purpose of this study was to determine if there were a significant relationship between teachers' beliefs related to education and classroom management. For this purpose Educational Beliefs Inventory which was developed by Okut (2009), Attitudes and Beliefs on Classroom Control Inventory which was developed by Martin, Yin and Baldwin (1998) and adapted to Turkish by Savran (2002) were used to gather data. Inventories were administered to 289 teachers. (126 Science teachers, 163 mathematics teachers). Data were analyzed by utilizing descriptive statistics, Chi-Square Test, One-Way Anova Test, t-test, Pearson Product-Moment Correlation Coefficient and Kruskal Wallis H-Test. Results revealed that 10 % of teachers were classified as transmissive, 37 % of teachers were classified as eclectic and 53 % of teachers appeared to have progressive educational beliefs. Teachers had interventionist beliefs on the Instructional Management subscale, whereas they had non-interventionist beliefs on the People Management subscale. Significant relationship was found between teachers' beliefs related to education and classroom management. Teachers who were interventionist also tended to be transmissive. Similarly teachers who were non-interventionist also tended to be progressive.