The Relationship between Teachers’ Attitudes towards Teaching Profession and Classroom Discipline Model Preferences

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The aim of this study was to identify the relationship between teachers’ attitudes towards teaching profession and teachers’ classroom discipline model preferences. This study was conducted using correlational research, and in the study, there were 318 teachers who worked at the lower- secondary schools in Gebze/Kocaeli. As data collection tools, Attitudes towards Teaching Profession Scale which was developed by Üstüner (2006), and Beliefs about Discipline Inventory which was developed by Wolfgang and Glickman (1986) based on Glickman and Tamashiro’s (1980) study were used. The relationship between teachers’ attitudes towards teaching profession and teachers’ beliefs about classroom discipline was tested via correlation technique. While a moderate level, negative relationship was revealed between the scores of rules-consequences model and teachers’ attitude towards teaching profession; a low level, positive relationship was observed between the scores of confronting-contracting discipline model and teachers’ attitude towards teaching profession. Furthermore, a low level, positive relationship was revealed between the scores of communication-listening discipline model and teachers’ attitude towards teaching profession.

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Teacher , attitudes towards profession , classroom discipline models , classroom management

Gazi University Journal Of Gazi Educational Faculty

17

691

2016

Gazi University Journal Of Gazi Educational Faculty