The relation between science teachers' classroom management skills and their cognitive flexibility

Creative Commons License

Gecikli E., Ak E.

EDUCATIONAL STUDIES, cilt.49, sa.3, ss.437-450, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 49 Sayı: 3
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/03055698.2022.2150513
  • Dergi Adı: EDUCATIONAL STUDIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, International Bibliography of Social Sciences, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, PAIS International, Psycinfo, Social services abstracts, Sociological abstracts, Worldwide Political Science Abstracts
  • Sayfa Sayıları: ss.437-450
  • Anahtar Kelimeler: Cognitive flexibility, classroom management, science teachers, structural equation modelling, SELF-EFFICACY, RELIABILITY, VALUES, FIT
  • Atatürk Üniversitesi Adresli: Evet

Özet

This study is intended to determine science teachers' cognitive flexibility and their classroom management skills, and to examine the relationship between teachers' cognitive flexibility and their classroom management skills. The study was carried out through the use of correlational survey model. In the study carried out with 261 participants, science teachers' levels of cognitive flexibility and their classroom management skills are tried to be explained through descriptive analyses, and the relation between teachers' cognitive flexibility and their classroom management skills is explained through Structural Equation Model (SEM). It has been observed in the study that science teachers have a high level of cognitive flexibility and classroom management skills. In addition, a model correlating variable of alternatives and control, which are the sub-dimensions of cognitive flexibility, with classroom management skills has been built and tested. Fit indices of the model have demonstrated that the model is statistically acceptable. Findings show that there is a positive and significant relation between the alternatives sub-dimension of cognitive flexibility and classroom management skills while there is no significant relation between the control sub-dimension of cognitive flexibility and classroom management skills.