Primary school teachers’ views about pupil control ideologies and classroom management styles

dc.creator	Kürşad Yılmaz
dc.date	2009-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:06:24Z
dc.date.available	2015-07-20T22:06:24Z
dc.identifier	1305-9076
dc.identifier	1305-905X
dc.identifier	https://doaj.org/article/f9694a5d9966488cb41c8e2471d50dec
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10482
dc.description	Classroom management is a critical competency area for all teachers because classroom management skills are directly relatedto pupil achievement. In the present study, the four-category (authoritarian, authoritative, laissez-faire, indifferent)classification of Kris (1997a) is used. Pupil control ideologies, conceptualized by Willover, Eidell and Hoy (1967), were developedto define teachers’ views about pupil control. Pupil control ideologies conceptualized as two poles ranging from custodialcontrol ideology to humanistic control ideology. The purpose of the present study is to determine the correlation betweenprimary school teachers’ views about pupil control ideologies and classroom management styles. The survey model studyattempts to answer the research questions. 200 primary school teachers from Kütahya province are included in the sample ofthe research. The data is collected using “Classroom Management Profile Scale” and the “Pupil Control Ideology Scale”.Descriptive statistics and Pearson correlation analysis were used in data analysis. According to the findings obtained from thestudy, primary school teachers mostly presented authoritarian classroom management style, which was respectively followedby authoritative classroom management style, laissez-faire classroom management style and indifferent classroommanagement style. The findings of the study show that primary school teachers are closer to custodial control ideology. Acustodial control ideology has certain qualities such as strict control, enforcement of orders, one way downwardcommunication, and distrust towards pupils, cruel punishments and taking undisciplined behavior as personal offences. There isa moderate, positive and significant correlation between the participants’ views about custodial control ideologies andauthoritarian classroom management styles. It could be said from the findings of the study that the more the custodial controlideology of the participants occurs, the more the authoritative classroom management styles are observed.
dc.language	English
dc.language	Turskish
dc.publisher	World Education, Science, Research and Counseling Center
dc.relation	http://www.world-education-center.org/index.php/cjes/article/view/137/pdf_1
dc.relation	https://doaj.org/toc/1305-9076
dc.relation	https://doaj.org/toc/1305-905X
dc.rights	CC BY-NC
dc.source	Cypriot Journal of Educational Sciences , Vol 4, Iss 3, Pp 157-167 (2009)
dc.subject	classroom management styles
dc.subject	pupil control ideologies
dc.subject	primary school teachers
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Primary school teachers’ views about pupil control ideologies and classroom management styles
dc.type	article