Research Article
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Year 2022, Volume: 4 Issue: 2, 51 - 64, 31.12.2022
https://doi.org/10.51535/tell.1148725

Abstract

References

  • Adeoluwa, O. V., Aboderin, O. S., & Omodara, O. D. (2013). An appraisal of educational technology usage in secondary schools in ondo state (nigeria). International Journal of Innovation and Applied Studies, 2(3), 265-271.
  • Admiral, W., Louws, M., Lockhorst, D., Paas, T., Buynsters, M., Cviko, A., Janssen, C., Jonge, M., Nouwens, S., Post, L., Ven, F., & Kester, L. (2017). Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology. Computers & Education, 114, 57-68. https://doi.org/10.1016/j.compedu.2017.06.013
  • Aktürk, A. O. & Delen, A. (2020). The relationship between teachers’ technology acceptance levels and selfefficacy beliefs. Science, Education, Art and Technology Journal (SEAT Journal), 4(2), 67-80.
  • Aksoğan, M. & Bulut Özek, M. (2020). The Relationship between Pre-Service Teachers' Technology Competencies and Technology Perspectives. Gümüşhane University Journal of Social Sciences Institute
  • Arslan, G. B., Kızılay, E. & Hamalosmanoğlu, M. (2022). Examining the Research in Turkey on Technology Integration in Education. Anadolu University Journal of Education Faculty, 6 (1), 39-55. https://doi.org/10.34056/aujef.976627
  • Başaran, M., Ülger, I. G., Demirtaş, M., Kara, E., Geyik, C., & Vural, Ö. F. (2021). Investigation of Teachers’ Use of Technology in the Distance Education Process. OPUS International Journal of Society Research, 17(37), 4619-4645. https://doi.org/10.26466/opus.903870
  • Bayrak, N. & Bayrak, G. (2021). The Effects of In-Service Training Courses about the Use of Technology on Teachers' Technological Pedagogical Content Knowledge Self-Confidence. YYU Journal of Education Faculty, 18 (1), 1009-1041 https://doi.org/10.33711/yyuefd.957385
  • Bayraktar, R. (2015). Determination of level of teachers' educational technology usage: A study of a scale development [Unpublished master's thesis]. Karadeniz Technical University.
  • Bilgiç, H. G. (2021). Pre-service teachers’ perceptions of educational technology: a metaphor analysis. Educational technology theory and practice, 11 (2), 211-235. https://doi.org/10.17943/etku.817529
  • Bolat, D., Korkmaz, Ö., & Çakır, R. (2020). Determination of The Level of Secondary School Teachers to Use Information Technologies and To Integrate Them into Their Courses. Journal of Ahmet Keleşoğlu Education Faculty, 2(2), 229-250.
  • Bozkurt, A. ve Cilavdaroğlu, A. K. (2011). Mathematics and classroom teachers’ perceptions of technology use and integration into their instruction. Kastamonu Education Journal, 19(3), 859-870.
  • Breen, R., & Lindsay, R. (2002). Different disciplines require different motivations for student success. Research in Higher Education, 43(6), 693-725. https://doi.org/10.1023/A:1020940615784
  • Çakır, R., & Oktay, S. (2013). Teachers’ use of technology as becoming information society. Journal of the Faculty of Industrial Arts Education, (30), 35-54
  • Çakmak, M., Kayabaşı, Y., & Ercan, L. (2008). Opinions of pre-service teachers on classroom management strategies. Journal of Hacettepe University Faculty of Education, 35 (35), 53-64.
  • Dağ, F. (2016). Examination of the professional development studies for the development of technological competence of teachers in Turkey in the context of lifelong learning. Journal of Human Sciences, 13(1), 90–111.
  • Dargut, T., & Çelik, G. (2014). Pre-service turkish language teachers’ attitudes and thoughts toward use of technology in education. Journal of Mother Tongue Education, 2(2), 28-41. https://doi.org/10.16916/aded.04927
  • Demirtaş, H. (2012). Basics of classroom management. H. Kıran (Ed.), Effective classroom management (ss. 1-34). Ankara: Anı.
  • Dinçer, Ç., & Akgün, E. (2015). Developing a classroom management skills inventory for preschool teachers and the correlation of preschool teachers’ classroom management skills with different variables. Education and Science, 40(177).http://dx.doi.org/10.15390/EB.2015.2346
  • Doğru, M., Şeren, N., & Koçulu, A. (2017). An investigation about primary school teachers’ self-efficacy perception related to technology use from the point of variables. Eurasian Journal of Social and Economic Research, 4 (12), 464-472.
  • Durak, H. ve Seferoğlu, S. S. (2017). An Investigation of the Factors Effective on Teachers' Technology Usage Competencies. H. F. Odabaşı, B. Akkoyunlu ve A. İşman (Ed). Educational Technology Readings 2017 (29).
  • Emmer, E. T., & Stough, L. M. (2003). Classroom management: A critical part of educational psychology, with implications for teacher education. In Educational psychologist (pp. 103-112). Routledge.
  • Erdem Y. ve Kıngır S. (2022). Analysis of teachers' self-efficacy towards teaching: a review study, Trakya Journal of Education, 12(1), ss. 165-175
  • Ersoy, M. &. Gürgen, L. (2021). Examination of Articles Related to Educational Technologies, E-International Journal of Educational Research, Vol: 12, No: 2, 2021, pp. 1-16 https://doi.org/10.19160/e-ijer.927830
  • Gezen, H. (2021, June 11-12). Determining Secondary School Teachers' Classroom Management Anxiety Levels and Examining them in Terms of Various Variables [Paper presentation]. Biruni University 1st International Congress On Teachıng And Teacher Education, Türkiye
  • Güneş, A. M., & Buluç, B. (2018). The Relationship Between Classroom Teachers' Classroom Management Skills and Technology Use. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 12(2). https://doi.org/10.17522/balikesirnef.506518
  • Güneş, A. M., & Özerbaş, M. A. (2015). The views of primary school teachers concerning the use of educational technologies in the initial reading and writing process. Kastamonu Education Journal, 23 (4), 1775-1788.
  • Güven, E. D., & Cevher, N. (2005). The level of preschool teachers’ classroom management skills and its relations with different variables. Pamukkale University Journal of Education 18 (18), 71-92.
  • Horzum, M.B. (2010). Investigating teachers’ Web 2.0 tools awareness, frequency and purposes of usage in terms of different variables. International Journal of Human Sciences, 7(1), 603-634.
  • Huang, R., Spector, J. M., & Yang, J. (2019). Educational Technology: A Primer for the 21st Century. Lecture Notes in Educational Technology.
  • Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational leadership, 60(8), 30-33. Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management, creating communities of support and solving problems (Fifth edicition), Allyn ve Bacon.
  • Karasar, N. (2002). Scientific Research Method, Ankara, Nobel Publications
  • Kaya, B. (2017). The relationship between attitude levels and vocational relationship on the use of technology in education in classroom teachers [Unpublished Master Thesis]. Ahi Evran University.
  • Mishra, S. K., & Yadav, B. (2013). Job anxiety and personality adjustment of secondary school teachers in relation of gender and types of teacher. Educational Research International, 1(1), 105-126.
  • Oral, B. (2012). Student teachers’ classroom management anxiety: A study on behavior management and teaching management. Journal of Applied Social Psychology, 42(12), 2901-2916. https://doi.org/10.1111/j.1559-1816.2012.00966.x
  • Özer, B., Gelen, İ., & Duran, V. (2016). Novıce teachers' behavior. Electronic Journal of Social Sciences, 15(58), 822-836. https://doi.org/10.17755/esosder.20854
  • Özkul, R., & Dönmez, B. (2019). Classroom management concerns: A scale development Study. İnönü University Journal of the Faculty of Education20(3), 673-694. https://doi.org/10.17679/inuefd.521575
  • Özgan, H., Yiğit, C., Aydın, Z., & Küllük, M. C. (2010). Analysis and comparison of primary school teachers’ perceptions about classroom management. Gaziantep University Journal of Social Sciences, 10(1), 615-635.
  • Revilla Munoz, O., Alpiste Penalba, F., Fernandez Sanchez, J., & Santos, O. C. (2017). Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills. Behaviour & Information Technology, 36(3), 255-268. https://doi.org/10.1080/0144929X.2016.1221462
  • Sadık, F., & Nasırcı, H. (2019). Investigation of classroom management anxiety levels of teachers working in high schools. Scientific Educational Studies, 3(2), 109-131. https://doi.org/10.31798/ses.641051
  • Safa, B. S., & Arabacıoğlu, T. (2021). Investigation of the educational technology usage levels of primary school teachers in terms of individual innovativeness characteristics. Ondokuz Mayis University Journal of Education, 40(1). https://doi.org/10.7822/omuefd.686056
  • Sarı, B., & Bayrakcı, M. (2018). Class management skills of secondary school teachers. Bolu Abant İzzet Baysal University Journal of Faculty of Educaiton, 18(4), 1960-1977. https://doi.org/10.17240/aibuefd.2018.18.41844-448649
  • Sarıtaş, M. (2006). The strategies used in order to change and ameliorate the students’ classroom behaviors that are considered undesirable in the evaluations of teacher trainees. Journal of Uludag University Faculty of Education, 19 (1), 167-187.
  • Sprott, R. A. (2019). Factors that foster and deter advanced teachers’ professional development. Teaching and Teacher Education, 77, 321-331
  • Summak, M. S., Bağlıbel, M., & Samancıoğlu, M. (2010). Technology readiness of primary school teachers: A case study in Turkey. Procedia-Social and Behavioral Sciences, 2(2), 2671-2675. https://doi.org/10.1016/j.sbspro.2010.03.393
  • Şengür, S. & Anagun, S. (2021). Information technology usage levels of primary school teachers and Web 2.0 applications in education. Journal of Education in Eskişehir Osmangazi University Turkic World Apply and Research Center, 6 (2), 128-150
  • Tabachnick and Fidell, 2013 B.G. Tabachnick, L.S. Fidell Using Multivariate Statistics (sixth ed.) Pearson, Boston (2013)
  • Uçak, K., & Bindak, R. (2017). Professional anxietye levels of physical education and sport teacher candidates (ondokuz mayis university sample). Journal of National Sport Sciences, 1(2), 44-54. https://doi.org/10.30769/usbd.332204
  • Ulaş, A. H., & Ozan, C. (2010). The qualification level of primary school teachers’ use of educational technology. Journal of Graduate School of Social Sciences, 14 (1), 63-84.
  • Ursavaş, Ö., Şahin, S., & Mcilroy, D. (2014). Technology acceptance measure for teachers: T-TAM. Journal of Theory and Practice in Education, 10(4), 885-917.
  • Usluel, K. Y., Mumcu, F. K., & Demiraslan, Y. (2007). Ict in the learning-teaching process: teachers’ views on theintegration and obstacles. Journal of Hacettepe University Faculty of Education, 32 (32), 164-178.
  • Varank, I., & Ilhan, S. (2013). The effects of teachers' educational technology skills on their classroom management skills. Online Submission, 3(4), 138-146. http://dx.doi.org/10.13054/mije.13.60.3.4
  • Yalçınkaya, M., & Tonbul, Y. (2002). The perception and observation regarding to the primary school teachers’ classroom management skills. Ege Journal of Education, 1(2).
  • Yılmaz, Z., & Aydın, Ö. (2015). Investigation of primary school teachers’ perceptions of classroom management skills with respect to some variables. Mersin University Journal of the Faculty of Education, 11 (1).

Understanding Teachers’ Classroom Management Anxiety: The Role of Educational Technology Usage in Classrooms

Year 2022, Volume: 4 Issue: 2, 51 - 64, 31.12.2022
https://doi.org/10.51535/tell.1148725

Abstract

The current study reveals whether there is a significant relationship between the level of teachers' use of educational technologies and classroom management anxiety. In the study, Levels of Educational Technology Usage scale and Classroom Management Anxiety scale were used as data collection tools. In the results of the research, it was determined that there was a significantly weak and negative relationship between the level of teachers' use of educational technologies and their classroom management concerns. It was also inferred that the use of educational technologies explained approximately 11% of the total variance of classroom management anxiety. When the levels of teachers' use of educational technologies were examined according to the variables of gender, age, and educational status, it was determined that there was a significant difference, but no significant difference was found according to the school type variable. Additionally, when the classroom management anxiety of the teachers was examined, it was seen that there was a significant difference as per the gender variable, while there was no significant difference as per the educational status, school type and age variables.

References

  • Adeoluwa, O. V., Aboderin, O. S., & Omodara, O. D. (2013). An appraisal of educational technology usage in secondary schools in ondo state (nigeria). International Journal of Innovation and Applied Studies, 2(3), 265-271.
  • Admiral, W., Louws, M., Lockhorst, D., Paas, T., Buynsters, M., Cviko, A., Janssen, C., Jonge, M., Nouwens, S., Post, L., Ven, F., & Kester, L. (2017). Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology. Computers & Education, 114, 57-68. https://doi.org/10.1016/j.compedu.2017.06.013
  • Aktürk, A. O. & Delen, A. (2020). The relationship between teachers’ technology acceptance levels and selfefficacy beliefs. Science, Education, Art and Technology Journal (SEAT Journal), 4(2), 67-80.
  • Aksoğan, M. & Bulut Özek, M. (2020). The Relationship between Pre-Service Teachers' Technology Competencies and Technology Perspectives. Gümüşhane University Journal of Social Sciences Institute
  • Arslan, G. B., Kızılay, E. & Hamalosmanoğlu, M. (2022). Examining the Research in Turkey on Technology Integration in Education. Anadolu University Journal of Education Faculty, 6 (1), 39-55. https://doi.org/10.34056/aujef.976627
  • Başaran, M., Ülger, I. G., Demirtaş, M., Kara, E., Geyik, C., & Vural, Ö. F. (2021). Investigation of Teachers’ Use of Technology in the Distance Education Process. OPUS International Journal of Society Research, 17(37), 4619-4645. https://doi.org/10.26466/opus.903870
  • Bayrak, N. & Bayrak, G. (2021). The Effects of In-Service Training Courses about the Use of Technology on Teachers' Technological Pedagogical Content Knowledge Self-Confidence. YYU Journal of Education Faculty, 18 (1), 1009-1041 https://doi.org/10.33711/yyuefd.957385
  • Bayraktar, R. (2015). Determination of level of teachers' educational technology usage: A study of a scale development [Unpublished master's thesis]. Karadeniz Technical University.
  • Bilgiç, H. G. (2021). Pre-service teachers’ perceptions of educational technology: a metaphor analysis. Educational technology theory and practice, 11 (2), 211-235. https://doi.org/10.17943/etku.817529
  • Bolat, D., Korkmaz, Ö., & Çakır, R. (2020). Determination of The Level of Secondary School Teachers to Use Information Technologies and To Integrate Them into Their Courses. Journal of Ahmet Keleşoğlu Education Faculty, 2(2), 229-250.
  • Bozkurt, A. ve Cilavdaroğlu, A. K. (2011). Mathematics and classroom teachers’ perceptions of technology use and integration into their instruction. Kastamonu Education Journal, 19(3), 859-870.
  • Breen, R., & Lindsay, R. (2002). Different disciplines require different motivations for student success. Research in Higher Education, 43(6), 693-725. https://doi.org/10.1023/A:1020940615784
  • Çakır, R., & Oktay, S. (2013). Teachers’ use of technology as becoming information society. Journal of the Faculty of Industrial Arts Education, (30), 35-54
  • Çakmak, M., Kayabaşı, Y., & Ercan, L. (2008). Opinions of pre-service teachers on classroom management strategies. Journal of Hacettepe University Faculty of Education, 35 (35), 53-64.
  • Dağ, F. (2016). Examination of the professional development studies for the development of technological competence of teachers in Turkey in the context of lifelong learning. Journal of Human Sciences, 13(1), 90–111.
  • Dargut, T., & Çelik, G. (2014). Pre-service turkish language teachers’ attitudes and thoughts toward use of technology in education. Journal of Mother Tongue Education, 2(2), 28-41. https://doi.org/10.16916/aded.04927
  • Demirtaş, H. (2012). Basics of classroom management. H. Kıran (Ed.), Effective classroom management (ss. 1-34). Ankara: Anı.
  • Dinçer, Ç., & Akgün, E. (2015). Developing a classroom management skills inventory for preschool teachers and the correlation of preschool teachers’ classroom management skills with different variables. Education and Science, 40(177).http://dx.doi.org/10.15390/EB.2015.2346
  • Doğru, M., Şeren, N., & Koçulu, A. (2017). An investigation about primary school teachers’ self-efficacy perception related to technology use from the point of variables. Eurasian Journal of Social and Economic Research, 4 (12), 464-472.
  • Durak, H. ve Seferoğlu, S. S. (2017). An Investigation of the Factors Effective on Teachers' Technology Usage Competencies. H. F. Odabaşı, B. Akkoyunlu ve A. İşman (Ed). Educational Technology Readings 2017 (29).
  • Emmer, E. T., & Stough, L. M. (2003). Classroom management: A critical part of educational psychology, with implications for teacher education. In Educational psychologist (pp. 103-112). Routledge.
  • Erdem Y. ve Kıngır S. (2022). Analysis of teachers' self-efficacy towards teaching: a review study, Trakya Journal of Education, 12(1), ss. 165-175
  • Ersoy, M. &. Gürgen, L. (2021). Examination of Articles Related to Educational Technologies, E-International Journal of Educational Research, Vol: 12, No: 2, 2021, pp. 1-16 https://doi.org/10.19160/e-ijer.927830
  • Gezen, H. (2021, June 11-12). Determining Secondary School Teachers' Classroom Management Anxiety Levels and Examining them in Terms of Various Variables [Paper presentation]. Biruni University 1st International Congress On Teachıng And Teacher Education, Türkiye
  • Güneş, A. M., & Buluç, B. (2018). The Relationship Between Classroom Teachers' Classroom Management Skills and Technology Use. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 12(2). https://doi.org/10.17522/balikesirnef.506518
  • Güneş, A. M., & Özerbaş, M. A. (2015). The views of primary school teachers concerning the use of educational technologies in the initial reading and writing process. Kastamonu Education Journal, 23 (4), 1775-1788.
  • Güven, E. D., & Cevher, N. (2005). The level of preschool teachers’ classroom management skills and its relations with different variables. Pamukkale University Journal of Education 18 (18), 71-92.
  • Horzum, M.B. (2010). Investigating teachers’ Web 2.0 tools awareness, frequency and purposes of usage in terms of different variables. International Journal of Human Sciences, 7(1), 603-634.
  • Huang, R., Spector, J. M., & Yang, J. (2019). Educational Technology: A Primer for the 21st Century. Lecture Notes in Educational Technology.
  • Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational leadership, 60(8), 30-33. Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management, creating communities of support and solving problems (Fifth edicition), Allyn ve Bacon.
  • Karasar, N. (2002). Scientific Research Method, Ankara, Nobel Publications
  • Kaya, B. (2017). The relationship between attitude levels and vocational relationship on the use of technology in education in classroom teachers [Unpublished Master Thesis]. Ahi Evran University.
  • Mishra, S. K., & Yadav, B. (2013). Job anxiety and personality adjustment of secondary school teachers in relation of gender and types of teacher. Educational Research International, 1(1), 105-126.
  • Oral, B. (2012). Student teachers’ classroom management anxiety: A study on behavior management and teaching management. Journal of Applied Social Psychology, 42(12), 2901-2916. https://doi.org/10.1111/j.1559-1816.2012.00966.x
  • Özer, B., Gelen, İ., & Duran, V. (2016). Novıce teachers' behavior. Electronic Journal of Social Sciences, 15(58), 822-836. https://doi.org/10.17755/esosder.20854
  • Özkul, R., & Dönmez, B. (2019). Classroom management concerns: A scale development Study. İnönü University Journal of the Faculty of Education20(3), 673-694. https://doi.org/10.17679/inuefd.521575
  • Özgan, H., Yiğit, C., Aydın, Z., & Küllük, M. C. (2010). Analysis and comparison of primary school teachers’ perceptions about classroom management. Gaziantep University Journal of Social Sciences, 10(1), 615-635.
  • Revilla Munoz, O., Alpiste Penalba, F., Fernandez Sanchez, J., & Santos, O. C. (2017). Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills. Behaviour & Information Technology, 36(3), 255-268. https://doi.org/10.1080/0144929X.2016.1221462
  • Sadık, F., & Nasırcı, H. (2019). Investigation of classroom management anxiety levels of teachers working in high schools. Scientific Educational Studies, 3(2), 109-131. https://doi.org/10.31798/ses.641051
  • Safa, B. S., & Arabacıoğlu, T. (2021). Investigation of the educational technology usage levels of primary school teachers in terms of individual innovativeness characteristics. Ondokuz Mayis University Journal of Education, 40(1). https://doi.org/10.7822/omuefd.686056
  • Sarı, B., & Bayrakcı, M. (2018). Class management skills of secondary school teachers. Bolu Abant İzzet Baysal University Journal of Faculty of Educaiton, 18(4), 1960-1977. https://doi.org/10.17240/aibuefd.2018.18.41844-448649
  • Sarıtaş, M. (2006). The strategies used in order to change and ameliorate the students’ classroom behaviors that are considered undesirable in the evaluations of teacher trainees. Journal of Uludag University Faculty of Education, 19 (1), 167-187.
  • Sprott, R. A. (2019). Factors that foster and deter advanced teachers’ professional development. Teaching and Teacher Education, 77, 321-331
  • Summak, M. S., Bağlıbel, M., & Samancıoğlu, M. (2010). Technology readiness of primary school teachers: A case study in Turkey. Procedia-Social and Behavioral Sciences, 2(2), 2671-2675. https://doi.org/10.1016/j.sbspro.2010.03.393
  • Şengür, S. & Anagun, S. (2021). Information technology usage levels of primary school teachers and Web 2.0 applications in education. Journal of Education in Eskişehir Osmangazi University Turkic World Apply and Research Center, 6 (2), 128-150
  • Tabachnick and Fidell, 2013 B.G. Tabachnick, L.S. Fidell Using Multivariate Statistics (sixth ed.) Pearson, Boston (2013)
  • Uçak, K., & Bindak, R. (2017). Professional anxietye levels of physical education and sport teacher candidates (ondokuz mayis university sample). Journal of National Sport Sciences, 1(2), 44-54. https://doi.org/10.30769/usbd.332204
  • Ulaş, A. H., & Ozan, C. (2010). The qualification level of primary school teachers’ use of educational technology. Journal of Graduate School of Social Sciences, 14 (1), 63-84.
  • Ursavaş, Ö., Şahin, S., & Mcilroy, D. (2014). Technology acceptance measure for teachers: T-TAM. Journal of Theory and Practice in Education, 10(4), 885-917.
  • Usluel, K. Y., Mumcu, F. K., & Demiraslan, Y. (2007). Ict in the learning-teaching process: teachers’ views on theintegration and obstacles. Journal of Hacettepe University Faculty of Education, 32 (32), 164-178.
  • Varank, I., & Ilhan, S. (2013). The effects of teachers' educational technology skills on their classroom management skills. Online Submission, 3(4), 138-146. http://dx.doi.org/10.13054/mije.13.60.3.4
  • Yalçınkaya, M., & Tonbul, Y. (2002). The perception and observation regarding to the primary school teachers’ classroom management skills. Ege Journal of Education, 1(2).
  • Yılmaz, Z., & Aydın, Ö. (2015). Investigation of primary school teachers’ perceptions of classroom management skills with respect to some variables. Mersin University Journal of the Faculty of Education, 11 (1).
There are 53 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Osman Kayhan 0000-0001-5407-6375

Publication Date December 31, 2022
Acceptance Date September 22, 2022
Published in Issue Year 2022 Volume: 4 Issue: 2

Cite

APA Kayhan, O. (2022). Understanding Teachers’ Classroom Management Anxiety: The Role of Educational Technology Usage in Classrooms. Journal of Teacher Education and Lifelong Learning, 4(2), 51-64. https://doi.org/10.51535/tell.1148725

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