The Role of Socio-demographic Factors of Teachers' Disciplines Styles and Classroom Management Approaches: A Case Study of Teachers in Zeytinburnu-Istanbul

Abstract

The aim of the study was to find the role of socio-demographic factors of teachers' discipline styles and classroom management approaches. The study was designed in relational survey method. The universe of the study was composed of teachers serving in high schools in Zeytinburnu district. Using convenience sampling method, 317 teachers accepted to participate in the study.

To collect data, a demographic information form, the Teacher Discipline Styles Inventory and the Classroom Management Approaches Scale were used. The data were analyzed via the SPSS 21.0 program. T-test and ANOVA were used for the groups with normal distribution. In addition, Pearson Product-Moment Correlation analysis was performed to determine the relationship between the variables and the scale. Significance level was taken as p <.05.

As a result of the study, it was found that the teachers used conciliatory style at the highest rate, followed by supportive style, and they used abdicative style at the lowest rate. In addition, it was found that the teachers adopted democratic approach at the highest rate in classroom management, followed by laissez-faire and autocratic approaches. Also, there was a significant positive relationship between supportive style and abdicative, conciliatory, coercive, negotiator styles. However, there was no significant relationship between supportive style and autocratic and laissez-faire classroom management approaches. Finally, a significant positive relationship was found between supportive style and democratic approach.