Investigation of the Relationship between Preschool Teachers' Gender Perception and Classroom Management Skills and Understanding of Learning

Şerife Hülya Kurt

Article Details

Investigation of the Relationship between Preschool Teachers' Gender Perception and Classroom Management Skills and Understanding of Learning

Authors:

Şerife Hülya Kurt

Publisher:

Dokuz Eylul University

Main Topics:

Okul Öncesi Eğitim | Çocuk Gelişimi Eğitimi

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.436-453

Document Type:

Article

Publication Date:

3/2025

Document Language:

English

Document ID (Org No.):

2001344209

pISSN:

2602-2850

Keywords:

Abstract:

 In this study, it is aimed to examine the relationship between preschool teachers gender perceptions and their classroom management and learning conceptions. For this purpose, relational survey model was used as the method in the study. The population of the study consisted of 247 preschool teachers. As a result of the study, significant differences were found in favor of teachers with low seniority in some sub-dimensions of the scale of teachers understanding of gender in the classroom according to their professional seniority. Similarly, significant differences were found in favor of teachers with low seniority in the general and one sub-dimension of the classroom management skills scale. Another result of the study is that according to the professional seniority of the teachers, the traditional learning-teaching conceptions of the teachers created a significant difference in favor of the teachers with high seniority. A negative relationship was found between teachers classroom gender perceptions GPC and classroom management skills and a positive relationship was found between traditional learning-teaching conceptions. In addition, a negative relationship was found between the GGD sub-dimension of the GPC scale and constructivist learning-teaching approach. The last finding of the study is that there is a positive relationship between teachers constructivist teaching-learning conception and classroom management skills scale general scores and professional skills sub-dimension scores.

 In this study, it is aimed to examine the relationship between preschool teachers gender perceptions and their classroom management and learning conceptions. For this purpose, relational survey model was used as the method in the study. The population of the study consisted of 247 preschool teachers. As a result of the study, significant differences were found in favor of teachers with low seniority in some sub-dimensions of the scale of teachers understanding of gender in the classroom according to their professional seniority. Similarly, significant differences were found in favor of teachers with low seniority in the general and one sub-dimension of the classroom management skills scale. Another result of the study is that according to the professional seniority of the teachers, the traditional learning-teaching conceptions of the teachers created a significant difference in favor of the teachers with high seniority. A negative relationship was found between teachers classroom gender perceptions GPC and classroom management skills and a positive relationship was found between traditional learning-teaching conceptions. In addition, a negative relationship was found between the GGD sub-dimension of the GPC scale and constructivist learning-teaching approach. The last finding of the study is that there is a positive relationship between teachers constructivist teaching-learning conception and classroom management skills scale general scores and professional skills sub-dimension scores.

 In this study, it is aimed to examine the relationship between preschool teachers gender perceptions and their classroom management and learning conceptions. For this purpose, relational survey model was used as the method in the study. The population of the study consisted of 247 preschool teachers. As a result of the study, significant differences were found in favor of teachers with low seniority in some sub-dimensions of the scale of teachers understanding of gender in the classroom according to their professional seniority. Similarly, significant differences were found in favor of teachers with low seniority in the general and one sub-dimension of the classroom management skills scale. Another result of the study is that according to the professional seniority of the teachers, the traditional learning-teaching conceptions of the teachers created a significant difference in favor of the teachers with high seniority. A negative relationship was found between teachers classroom gender perceptions GPC and classroom management skills and a positive relationship was found between traditional learning-teaching conceptions. In addition, a negative relationship was found between the GGD sub-dimension of the GPC scale and constructivist learning-teaching approach. The last finding of the study is that there is a positive relationship between teachers constructivist teaching-learning conception and classroom management skills scale general scores and professional skills sub-dimension scores.

 Bu araştırmada okul öncesi öğretmenlerinin toplumsal cinsiyet algısı ile sınıf yönetimi ve öğrenme anlayışları arasındaki ilişkinin incelenmesi amaçlanmaktadır. Bu amaçla araştırmada yöntem olarak ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini 247 okul öncesi öğretmeni oluşturmaktadır. Çalışma sonucunda mesleki kıdemlerine göre öğretmenlerin sınıf içi toplumsal cinsiyet anlayışları ölçeğinin bazı alt boyutlarına düşük kıdemi olan öğretmenler lehine anlamlı farklılıklara rastlanmıştır. Benzer şekilde sınıf yönetimi becerileri ölçeği geneli ve bir alt boyutunda yine düşük kıdemi olan öğretmenler lehine anlamlı farklılıklar bulunmuştur. Çalışmanın bir sonucu da öğretmenlerin mesleki kıdemlerine göre geleneksel öğrenme-öğretme anlayışlarının kıdemi yüksek olan öğretmenler lehine anlamlı fark oluşturmasıdır. Öğretmenlerin sınıf içi toplumsal cinsiyet algıları SİTCA ile sınıf yönetimi beceri arasında negatif; geleneksel öğrenme-öğretme anlayışı arasında pozitif bir ilişki bulunmuştur. Ayrıca SİTCA ölçeğinin GTCS alt boyutu ile yapılandırmacı öğrenme-öğretme anlayışı arasında negatif yönlü bir ilişki tespit edilmiştir. Çalışmanın son bulgusu öğretmenlerin yapılandırmacı öğretme-öğrenme anlayışı ile sınıf yönetimi becerileri ölçeği genel puanları ile mesleki beceri alt boyutu puanları arasında pozitif yönlü bir ilişki bulunmasıdır.

Article Details

Investigation of the Relationship between Preschool Teachers' Gender Perception and Classroom Management Skills and Understanding of Learning

Authors:

Şerife Hülya Kurt

Publisher:

Dokuz Eylul University

Main Topics:

Okul Öncesi Eğitim | Çocuk Gelişimi Eğitimi

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.436-453

Document Type:

Article

Publication Date:

3/2025

Document Language:

English

Document ID (Org No.):

2001344209

pISSN:

2602-2850

Teacher gender perception

classroom management skills

learning-teaching conceptionsÖğretmen toplumsal cinsiyet algısı

sınıf yönetimi becerisi

öğrenme-öğretme anlayışı

Issues

Article Details

Investigation of the Relationship between Preschool Teachers' Gender Perception and Classroom Management Skills and Understanding of Learning

Authors: Şerife Hülya Kurt

Publisher: Dokuz Eylul University

Main Topics: Okul Öncesi Eğitim | Çocuk Gelişimi Eğitimi

Journal: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.436-453

Document Type: Article

Publication Date: 3/2025

Document Language: English

Document ID (Org No.): 2001344209

pISSN: 2602-2850

Teacher gender perception

classroom management skills

learning-teaching conceptionsÖğretmen toplumsal cinsiyet algısı

sınıf yönetimi becerisi

öğrenme-öğretme anlayışı

Issues

Authors:

Şerife Hülya Kurt

Publisher:

Dokuz Eylul University

Main Topics:

Okul Öncesi Eğitim | Çocuk Gelişimi Eğitimi

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.436-453

Document Type:

Article

Publication Date:

3/2025

Document Language:

English

Document ID (Org No.):

2001344209

pISSN:

2602-2850