Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management

Özgür Bolat

Makale detayları

Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management

Yazarlar:

Özgür Bolat

Yayıncı:

Kafkas University

Ana Başlıklar:

Language Studies (Other)

Dergi:

e-Kafkas Journal of Educational Research Vol.10 Issue 2, pp.285-299

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001293301

pISSN:

2148-8940

Anahtar kelimeler:

Özet:

 Classroom management is an indispensable element in creating an effective learning environment. In a classroom with poor management, students cannot engage in the learning process and may experience anxiety. Consequently, equipping teachers with effective classroom management skills is among the responsibilities of school leaders. However, prior to offering professional development programmes, school leaders should first teachers use of rewards and praise as part of their classroom management tools. According to the Self-Determination Theory, although rewards and praise are effective in establishing discipline, they may not significantly enhance development or motivation. Therefore, it is imperative to measure how much rewards and praise teachers employ in their classrooms in a valid and reliable manner. To the best of our knowledge, no scale currently exists in the literature that measures this aspect. This research will be the first study to measure teachers reward and praise behaviors. The research is conducted as a quantitative study using a descriptive survey model. In the initial round, a 25-item pilot form was administered to 465 teachers. The results of Exploratory Factor Analysis revealed a 13-item, 2-factor structure, explaining 76 of the total variance, named as teacher praise behaviors and teacher reward behaviors, respectively. The reliability levels of the factor scores were found to be .87 and .92. In the second round, data were collected from 271 teachers using the 13-item form. Confirmatory Factor Analysis confirmed the 2-factor structure. To test concurrent validity, two scales were administered, and their relationships were presented as evidence of concurrent validity. In conclusion, the Teacher Reward and Praise Scale has been presented as a valid and reliable instrument for measuring teachers behaviors in classroom management, available for researchers and practitioners use.

 Classroom management is an indispensable element in creating an effective learning environment. In a classroom with poor management, students cannot engage in the learning process and may experience anxiety. Consequently, equipping teachers with effective classroom management skills is among the responsibilities of school leaders. However, prior to offering professional development programmes, school leaders should first teachers use of rewards and praise as part of their classroom management tools. According to the Self-Determination Theory, although rewards and praise are effective in establishing discipline, they may not significantly enhance development or motivation. Therefore, it is imperative to measure how much rewards and praise teachers employ in their classrooms in a valid and reliable manner. To the best of our knowledge, no scale currently exists in the literature that measures this aspect. This research will be the first study to measure teachers reward and praise behaviors. The research is conducted as a quantitative study using a descriptive survey model. In the initial round, a 25-item pilot form was administered to 465 teachers. The results of Exploratory Factor Analysis revealed a 13-item, 2-factor structure, explaining 76 of the total variance, named as teacher praise behaviors and teacher reward behaviors, respectively. The reliability levels of the factor scores were found to be .87 and .92. In the second round, data were collected from 271 teachers using the 13-item form. Confirmatory Factor Analysis confirmed the 2-factor structure. To test concurrent validity, two scales were administered, and their relationships were presented as evidence of concurrent validity. In conclusion, the Teacher Reward and Praise Scale has been presented as a valid and reliable instrument for measuring teachers behaviors in classroom management, available for researchers and practitioners use.

 Classroom management is an indispensable element in creating an effective learning environment. In a classroom with poor management, students cannot engage in the learning process and may experience anxiety. Consequently, equipping teachers with effective classroom management skills is among the responsibilities of school leaders. However, prior to offering professional development programmes, school leaders should first teachers use of rewards and praise as part of their classroom management tools. According to the Self-Determination Theory, although rewards and praise are effective in establishing discipline, they may not significantly enhance development or motivation. Therefore, it is imperative to measure how much rewards and praise teachers employ in their classrooms in a valid and reliable manner. To the best of our knowledge, no scale currently exists in the literature that measures this aspect. This research will be the first study to measure teachers reward and praise behaviors. The research is conducted as a quantitative study using a descriptive survey model. In the initial round, a 25-item pilot form was administered to 465 teachers. The results of Exploratory Factor Analysis revealed a 13-item, 2-factor structure, explaining 76 of the total variance, named as teacher praise behaviors and teacher reward behaviors, respectively. The reliability levels of the factor scores were found to be .87 and .92. In the second round, data were collected from 271 teachers using the 13-item form. Confirmatory Factor Analysis confirmed the 2-factor structure. To test concurrent validity, two scales were administered, and their relationships were presented as evidence of concurrent validity. In conclusion, the Teacher Reward and Praise Scale has been presented as a valid and reliable instrument for measuring teachers behaviors in classroom management, available for researchers and practitioners use.

 Sınıf yönetimi, etkili öğrenme ortamı yaratmanın vazgeçilmez bir unsurudur. Sınıf yönetimin zayıf olduğu bir sınıfta öğrenciler öğrenme sürecine dahil olamaz ve dahası kaygı yaşar. Onun için öğretmenlere etkili sınıf yönetimi becerisi kazandırma, okul liderlerinin görevleri arasındadır. Ancak ilk olarak öğretmenlerin ilk olarak sınıf yönetim araçları araştırılmalıdır. Bunlardan en önemlileri de ödül ve övgüdür. Öz-Düzenleme Kuramına göre ödül ve övgü disiplini sağlamada da etkili olsa da gelişim veya motivasyonu artırmada çok da etkili değildir. Onun için ilk olarak öğretmenlerin sınıflarında ne kadar ödül ve övgüyü kullandıkları geçerli ve güvenilir şekilde ölçülmelidir. Bilindiği kadarıyla alanyazında bunu ölçen bir ölçek bulunmamaktadır. Bu araştırma da öğretmenlerin ödül ve övgü davranışlarını ölçen ilk çalışma olacaktır. Araştırma betimsel tarama modelinde yapılan nicel bir çalışmadır. İlk turda 25 maddelik deneme formu 465 öğretmene uygulanmıştır. Açımlayıcı Faktör Analizi sonuçlarına göre, 13 maddeli ve 2 faktörlü bir yapı bulunmuştur. Toplam varyansın 76sını açıkladığı görülmüştür ve faktörler sırasıyla öğretmen övgü davranışları ve öğretmen ödül davranışları olarak isimlendirilmiştir. Faktör puanlarının güvenirlik seviyeleri .87 ile .92 olarak bulunmuştur. İkinci turda ise 13 maddelik form ile 271 öğretmenden veri toplanmıştır. Doğrulayıcı Faktör Analizi ile 2 faktörlü yapı doğrulanmıştır. Zamandaş geçerliği test etmek için iki ölçek uygulanmıştır ve ilişkileri de zamandaş geçerliliği kanıtları olarak sunulmuştur. Sonuç olarak, Öğretmen Ödül ve Övgü Ölçeği, sınıf yönetiminde öğretmenlerin davranışlarını ölçmede kullanılabilecek geçerli ve güvenilir bir ölçek olarak araştırmacıların ve uygulayıcıların kullanımına sunulmuştur.

Makale detayları

Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management

Yazarlar:

Özgür Bolat

Yayıncı:

Kafkas University

Ana Başlıklar:

Language Studies (Other)

Dergi:

e-Kafkas Journal of Educational Research Vol.10 Issue 2, pp.285-299

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001293301

pISSN:

2148-8940

Classroom management

Reward

Praise

Educational leadership

Scale development.Sınıf yönetimi

Ödül

Övgü

Eğitim liderliği

Ölçek geliştirme.

Sayı

Makale detayları

Yazarlar: Özgür Bolat

Yayıncı: Kafkas University

Ana Başlıklar: Language Studies (Other)

Dergi: e-Kafkas Journal of Educational Research Vol.10 Issue 2, pp.285-299

Belge Tipi: Makale

Yayın Tarihi: 8/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001293301

pISSN: 2148-8940

Sayı

Yazarlar:

Özgür Bolat

Yayıncı:

Kafkas University

Ana Başlıklar:

Language Studies (Other)

Dergi:

e-Kafkas Journal of Educational Research Vol.10 Issue 2, pp.285-299

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001293301

pISSN:

2148-8940