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The Predictive Relationships between Pre-School Teachers' Classroom Management Skills and Their Thinking-Supportive Behaviours

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Title: The Predictive Relationships between Pre-School Teachers' Classroom Management Skills and Their Thinking-Supportive Behaviours
Language: English
Authors: Alkin-Sahin, Senar (ORCID 0000-0001-6644-8682), Tunca-Güçlü, Nihal (ORCID 0000-0002-8512-7478), Yesilpinar-Uyar, Melis (ORCID 0000-0003-2477-7773)
Source: International Online Journal of Primary Education. 2022 11(2):412-425.
Availability: International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Teachers, Classroom Techniques, Teacher Student Relationship, Classroom Design, Thinking Skills, Correlation, Self Control, Communication Skills, Student Behavior, Predictor Variables, Reflection, Time Management, Teacher Characteristics, Foreign Countries, Teacher Attitudes, Preschool Children
Geographic Terms: Turkey
ISSN: 1300-915X
Abstract: This is a predictive study aiming to determine the extent to which pre-school teachers' classroom management (CM) skills predict thinking-supportive behaviours. Within the study, 183 preschool teachers participated. The data of the study was collected using Pre-school Teachers' Classroom Management Skills Scale (CMSS) and Thinking Supportive Teacher Behaviours Scale (TSTBS). In the analysis of the data, Pearson correlation analysis and multi-linear regression were used. In light of the strong predictive relationships obtained from the current study, it can be said that pre-school teachers should effectively manage their classrooms in order to display behaviours that support thinking in learning environments. The subdimension of Communication and Behavioural Regulations yielded the highest correlation with teacher behaviours that support thinking and was found to be a significant predictor. While there is no relationship between the Plan-Program Activities sub-dimension and the predicted variables, Time Management significantly predicted the clarity needed to support thinking, and Classroom Physical Arrangements significantly predicted reflection through documentation.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1373826
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1373826
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  Data: The Predictive Relationships between Pre-School Teachers' Classroom Management Skills and Their Thinking-Supportive Behaviours
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  Data: <searchLink fieldCode="AR" term="%22Alkin-Sahin%2C+Senar%22">Alkin-Sahin, Senar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6644-8682">0000-0001-6644-8682</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tunca-Güçlü%2C+Nihal%22">Tunca-Güçlü, Nihal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8512-7478">0000-0002-8512-7478</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yesilpinar-Uyar%2C+Melis%22">Yesilpinar-Uyar, Melis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2477-7773">0000-0003-2477-7773</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Online+Journal+of+Primary+Education%22"><i>International Online Journal of Primary Education</i></searchLink>. 2022 11(2):412-425.
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  Data: International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Design%22">Classroom Design</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 1300-915X
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  Data: This is a predictive study aiming to determine the extent to which pre-school teachers' classroom management (CM) skills predict thinking-supportive behaviours. Within the study, 183 preschool teachers participated. The data of the study was collected using Pre-school Teachers' Classroom Management Skills Scale (CMSS) and Thinking Supportive Teacher Behaviours Scale (TSTBS). In the analysis of the data, Pearson correlation analysis and multi-linear regression were used. In light of the strong predictive relationships obtained from the current study, it can be said that pre-school teachers should effectively manage their classrooms in order to display behaviours that support thinking in learning environments. The subdimension of Communication and Behavioural Regulations yielded the highest correlation with teacher behaviours that support thinking and was found to be a significant predictor. While there is no relationship between the Plan-Program Activities sub-dimension and the predicted variables, Time Management significantly predicted the clarity needed to support thinking, and Classroom Physical Arrangements significantly predicted reflection through documentation.
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  Data: 2023
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  Data: EJ1373826
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 412
    Subjects:
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Classroom Design
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: The Predictive Relationships between Pre-School Teachers' Classroom Management Skills and Their Thinking-Supportive Behaviours
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            NameFull: Tunca-Güçlü, Nihal
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