Edited By Kevin Norley, Mehmet Ali Icbay and Hasan Arslan
A Study of Classroom Management Skills of Preschool Teachers
Abstract This study aimed to investigate the classroom management skills of preschool teachers in terms of a number of variables (gender, age, marital status, grade, educational status, etc.). 175 preschool teachers who teach in independent kindergartens, in preschools under primary school, and in private nursery schools and preschools in Tekirdağ had taken part in this research. All schools depend on the Turkish Ministry of Education. For data collection, the “General Information Form” and “Classroom Management Skills Inventory for Preschool Teachers” were used. The data collected in the study has been analysed via SPSS 17.0 Program, T-test, ANOVA, LSD, and Post Hoc Statistical Methods. To test the data, a significance level of 0.5 has been accepted. The data gathered from the research will be presented in tables.
Keywords: Education, preschool teachers, classroom management skills.
The teacher is the most important agent in preschool institutions for he or she fulfills their goal of offering high-quality education (Gezgin, 2009). Preschool teachers of institutions where children in need of special training attend the initial inclusive education program have the specific task of adapting those children, both to one another and to the teaching program (Kuz, 2001; Lindsay, 2007; Özdemir and Ahmetoğlu, 2012).
The teacher has to fulfill both teaching and executive roles simultaneously in the classroom. Effective classroom management leads to successful teaching. The first responsibility of the teacher in classroom management is to set up an appropriate classroom order (Başar,...
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