The relationship between private elementary and middle school teachers’ leadership behaviors and classroom management tendencies

Abstract

One of the most important competencies for modern-day teachers is being able to effectively manage a classroom. Classroom management techniques are among the most important tools that teachers can use to create classroom environments where high-level learning takes place. Leadership in educational institutions is, as a result of its avowed importance, one of the topics that is highly emphasized. The primary aim of this study is to determine the relationship between the leadership behaviors and classroom management tendencies of elementary and middle school teachers who work in private schools. This study was conducted using the relational screening model; the data from this study was obtained from teachers working at five different private schools in Ankara province during the 2015-2016 academic year. Both the 25-item Teacher Leadership Scale (2010) developed by Beycioğlu and Aslan, which includes three dimensions of teaching and learning, and the 47-item Classroom Management Tendencies Scale (2012) developed by Sivri, which includes five dimensions of teaching and learning, were used. The data was analyzed using arithmetic mean (x), standard deviation (S), frequency (f), percentage (%), the Pearson Product-moment Correlation Coefficient (r), ANOVA, t-tests, and Regression Analysis. The findings from the study indicate that, in general, there was not a significant difference between the sexes in terms of their perceptions and expectations regarding leadership in teaching, nor was there any appreciable difference in their classroom management tendencies. Perceptions and expectations regarding teacher leadership are seen as a meaningful predictor of classroom management tendencies. There was a highly positive correlation found among the average of classroom management tendencies with regard to programs and planned activities and a number of different aspects of teaching including management of student relations, the physical layout of the classroom, and time management. In order to be able to contribute to the development of students and colleagues, both from an academic and a behavior management point-of-view, the concept of teacher leadership needs to be evaluated as a whole which encompasses institutional development, collaboration among colleagues, and professional development.