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An Investigation of the Relationship between Early Childhood Teachers’ Classroom Management Profiles and Humor Styles

Yıl 2023, Cilt: 12 Sayı: 1, 29 - 52, 30.04.2023

Betul Yilmaz

Öz

The aim is to examine the relationship between early childhood teachers’ classroom management profiles and humor styles. A correlational research methodology was utilized. 274 early childhood teachers working in ECE institutions within Turkey included. The Classroom Management Profiles Scale and Humor Styles Questionnaire were applied, and data were analyzed through t-test and ANOVA. As a result, laissez-faire and self-enhancing humor were the most common among participants. Even there was a positive correlation between affiliative and self-defeating humor styles, the authoritarian profile was negatively correlated with laissez-faire. The indifferent profile was negatively correlated with the laissez-faire profile, while the affiliative humor style was positively correlated to the authoritarian and indifferent profile. Regarding other humor styles, there were no significant correlations observed. By increasing the number of study participants and using qualitative methods, the results from this current study can be supported, and humor styles can be used for effective classroom management.

Anahtar Kelimeler

Humor styles classroom management profiles early childhood education teachers

Kaynakça

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Yıl 2023, Cilt: 12 Sayı: 1, 29 - 52, 30.04.2023

Betul Yilmaz

Öz

Kaynakça

  • Aboudan, R. (2009). Laugh and learn: Humor and learning a second language. International Journal of Arts and Sciences, 3(3), 90-99. Retrieved May 12, 2021 from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.301.7713&rep=rep1&type=pdf
  • Akar, H., Tantekin-Erden, F., Tor, D., & Şahin, İ. T. (2010). Öğretmenlerin sınıf yönetimi yaklaşımları ve deneyimlerinin incelenmesi. İlköğretim Online, 9(2), 792-806.
  • Akcaoğlu, M. Ö., & Arsal, Z. (2018). Sınıf yönetimi dersinin öğretmen adaylarının sınıf yönetimi tutum ve inançları üzerindeki etkisi. In S. Dinçer (Ed.). Değişen dünyada eğitim. Ankara: Pegem Yayınları.
  • Aktan, S., & Sezer, F. (2018). Sınıf yönetimi stilleri ölçeği’nin psikometrik özelliklerinin incelenmesi. Kastamonu Eğitim Dergisi, 26(2), 439-449.
  • Aküzüm, C., & Gültekin, S. Ö. (2017). Sinif Öğretmenlerinin Iletişim Becerileri İle Sinif Yönetimi Becerileri Arasindaki Ilişkinin Incelenmesi. Elektronik Eğitim Bilimleri Dergisi, 6(12), 88-107. Retrieved from https://dergipark.org.tr/tr/pub/ejedus/issue/31928/336132
  • Aliakbari, M., & Darabi, R. (2013). On the relationship between efficacy of classroom management, transformational leadership style, and teachers' personality. Procedia-Social and Behavioral Sciences, 93, 1716-1721. DOI:10.1016/j.sbspro.2013.10.105
  • Antoniou, A. S., Polychroni, F., & Vlachakis, A. N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high‐ school teachers in Greece. Journal of managerial psychology, 21(7), 682-690. DOI: 10.1108/02683940610690213
  • Bagley, W. C. (1907). Classroom management: Its principles and technique. Macmillan.
  • Bayani, A. A., Bagheri, H., & Bayani, A. (2013). Influence of gender, age, and years of teaching experience on burnout. Annals of Biological Research, 4(4), 239-243.
  • Bosworth, B. (1997). What is your classroom management profile? Teacher Talk - A Publication for Secondary Education Teachers, 1(2). Retrieved January 30, 2019, from http://protectiveschools.org/drugstats/tt/v1i2/table.html.
  • Bredekamp, S., & Copple, C. (1997). Developmentally Appropriate Practice in Early Childhood Programs. (Revised Edition). National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426.
  • Brophy, J. E. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4(1), 1-18. DOI:10.1016/0742-051X(88)90020-0
  • Cabello, B., & Terrell, R. (2019). Making Students Feel Like Family: Flow Teachers Create Warm and Caring Classroom Climates. Journal of Classroom Interaction, 29(1), 17-23.
  • Can, A. (2019). SPSS ile nicel veri analizi. Ankara: Pegem Akademi Yayıncılık.
  • Can, E., & Arslan, B. (2018). Öğretmenlerin Sınıf Yönetimi Yeterliklerine İlişkin Öğrenci Görüşleri. Karadeniz Sosyal Bilimler Dergisi, 10(18), 195-219.
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  • Yalçın, B. Y. (2020). Sınıf öğretmenlerinin benimsedikleri sınıf yönetimi stilleri ile olumlu sınıf iklimi oluşturma yeterlikleri arasındaki ilişki (Master’s thesis) İstanbul Sabahattin Zaim Üniversitesi, İstanbul.
  • Yerlikaya, E. E. (2009). Üniversite öğrencilerinin mizah tarzları ile algılanan stres, kaygı ve depresyon düzeyleri arasındaki ilişkinin incelenmesi. (Doctoral dissertation) Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
  • Yeşiltaş, E. (2019). Sosyal bilgiler öğretmen adaylarinin bilgisayar simülasyonlarıyla sınıf yönetimi becerisi kazandırılmasına ilişkin görüşlerinin değerlendirilmesi (Master’s Thesis). Sivas Cumhuriyet Üniversitesi, Sivas
  • Ying-Ling, C. C. (2015). A Descriptive Study of Elementary School Teachers' Personality Traits and Classroom Management (Master's thesis). Nanhua University, Dalin
  • Yu-Lin, C. (2012). Personality Traits, Leadership Styles, and Strategies of Classroom Management in Junior High School of Hsinchu County (Master's thesis). China University.
  • Zembat, R., & Küsmüş, G. İ. (2020). Okul öncesi öğretmenlerinin sınıf yönetimi becerileri ile mesleki profesyonellikleri arasındaki ilişkinin incelenmesi. Kastamonu Eğitim Dergisi, 28(4), 1725-1739. DOI: 10.24106/kefdergi.3621
Toplam 99 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Betul Yilmaz 0000-0003-0278-3689

Yayımlanma Tarihi 30 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 1

Kaynak Göster

APA Yilmaz, B. (2023). An Investigation of the Relationship between Early Childhood Teachers’ Classroom Management Profiles and Humor Styles. Journal of Teacher Education and Educators, 12(1), 29-52.