Determination of the factors affecting teachers' perceptions of classroom management competence in technology assisted courses
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study aims at examining the factors affecting teachers' perceptions of classroom management competence in technology-assisted courses. A total of 365 in-service teachers who work in different cities in Turkey participated voluntarily. Hierarchical regression analysis was utilised for data analysis. According to the results, it was determined that there is a meaningful relationship between the variables related to school and classroom in the technology-assisted courses, the belief in the efficiency of technology use in the course, classroom management profiles and the teachers' perceptions of classroom management competence. The model with the most explanation for teachers' perceptions of classroom management competence in technology-assisted courses was model 4, which involved belief in the effectiveness of technology use in lessons. The most important predictor variable on classroom management in technology-assisted courses is negative beliefs about technology use.
Açıklama
Anahtar Kelimeler
Classroom Management, Classroom Management In Technology-Assisted Courses, Classroom Management Profile, Occupational Variables
Kaynak
Technology Pedagogy And Education
WoS Q Değeri
Q1
Scopus Q Değeri
Q1
Cilt
30
Sayı
5
