THE PREDICTIVE RELATIONSHIPS BETWEEN PRE-SCHOOL TEACHERS’ CLASSROOM MANAGEMENT SKILLS AND THEIR THINKING-SUPPORTIVE BEHAVIOURS

Authors : Senar ALKIN-ŞAHİN, Nihal TUNCA GUCLU, Melis YEŞİLPINAR UYAR

Pages : 412-425

Doi:10.55020/iojpe.1158422

View : 15 | Download : 5

Publication Date : 2022-12-31

Article Type : Research Paper

Abstract :This is a predictive study aiming to determine the extent to which pre-school teachers’ classroom management insert ignore into journalissuearticles values(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 insert ignore into journalissuearticles values(CMSS); and Thinking Supportive Teacher Behaviours Scale insert ignore into journalissuearticles values(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 sub-dimension 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.
Keywords : Pre school teacher, thinking supportive teacher behaviour, classroom management skill, thinking skills