KURT, Hakan; EKİCİ, Gülay
October 2013
Journal of Academic Social Science Studies;Oct2013, Vol. 6 Issue 8, p901
Academic Journal
Stephens & Crawley (1994) provides five types of competences with six sub sections to be an effective teacher. These competences are, namely, subject knowledge (related to how well a teacher knows a subject taught in class), teaching subject (teaching a subject well), classroom management (teaching the subject purposefully so that effective learning is ensured and the order in class is achieved), assessment and recording students' learning (keeping an account of students' level of attainment and systematized account of students' performances), and following professional development (teaching education program considered as the first and important step in the continuous professional development of teachers). As can be noticed, one of the most important competences is classroom management. Affecting students' academic achievements and performances, teachers are expected to assume responsibility in their profession as they are considered an indication of the quality of an educational system and they lead to changes in education policies (Alnabhan, Al-Zegoul & Harwell, 2001). When compared to other components, it can be said that teacher is more effective than other for student achievement. Within this context, "taking responsibility for student successes and failures" is an important and obtrusive concept brought to the literature by Guskey (1981a).Accordingly, through a high level of responsibilities that will help conduct teachers' responsibilities in the profession, it is crucial for teachers to improve their classroom management skills and put these skills into action in terms of both teachers' success in their professions and students' academic success, motivation, self-efficacy, and many other issues (Faroogh, 2011; Maehr, 1990; Martin & Baldwin, 1992; Medley, 1977; Wollfolk & Hoy, 1990). Therefore, teachers' levels of classroom management skills control based on teachers' sense of self-efficacy is an important issue that should be investigated since teacher responsibility perception affects both teachers' classroom management skills and is affected by classroom management skills, which is a factor that directly affects students' success. This study aims to analyze the effect of classroom management course on responsibility perception of student teachers for student achievement. 215 student teachers participated in the study which is prepared according to one group pre- and post-test design, one of the pre-experimental designs. In this study, the following instruments were used to collect the data: responsibility achievement of teachers for student achievement scale, academic self-efficacy scale, the scale of attitude towards classroom management course and an interview form about their views. To analyze the data, independent t-test, effect size, correlation coefficient, dependent t-test and one-way variance analysis (ANOVA) were used. To analyze the data, the SPSS-20 and NVivo-9.3 programs. The study yielded data of high quality. As the results of the study, the effect of classroom management course on responsibility perception of student teachers for student achievement was found moderate. However, there is no statistically significant difference between pre- and post-tests of the students. Before and after taking classroom management course, there have not appeared statistically different results in responsibility perception for student achievement about both pre-and post-test regarding their academic achievement, the high schools they graduated from, academic self-efficacy perceptions, their attitudes towards classroom management course. However, some statistically significant results were found in the overall scale in terms of the ones having high self-efficacy perception in the post-tests. Furthermore, student teachers stated that the responsibility for student achievement and failure belongs primarily to teachers. Further studies can also be conducted to determine the needs necessary to improve teachers' beliefs of responsibility for students' success and failure and evaluate the findings considering further teacher education.


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