Analysis of the predictive role of teachers' effective communication skills and motivation levels on classroom management profiles

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dc.contributor.authorİhtiyaroğlu N.
dc.date.accessioned2020-06-25T15:18:08Z
dc.date.available2020-06-25T15:18:08Z
dc.date.issued2019
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThe aim of this study is to determine the predictive role of teachers' effective communication skills and motivation levels on classroom management profiles. In the research, relational screening model was used. The population of the study consists of 1575 teachers working in Etimesgut, Ankara in the 2017-2018 academic years and the sample of the study consists of 294 teachers selected by convenience sampling method. The data required for the research were collected using the Effective Communication Skills Scale, Adult Motivation Scale and Classroom Management Profile Scale. Correlation and stepwise regression analysis were used for data analysis. In the analyzes conducted, it is seen that the variable with the highest mean is effective listening dimension in the effective communication skills, intrinsic motivation dimension in motivation and classroom management profile sub-dimension which is authoritative classroom management profiles dimension in the classroom management profiles. According to the results of the correlation analysis, the highest relations are between authoritarian classroom management profile and extrinsic motivation; authoritative classroom management profile and I-language. According to the results of stepwise regression analysis, effective communication skills and motivation only predict the indifferent classroom management profile together. At the end of the study, suggestions for increasing effective communication skills and motivation levels of teachers were presented. © 2019 by the authors.en_US
dc.identifier.doi10.20448/journal.509.2019.61.17.25
dc.identifier.endpage25en_US
dc.identifier.issn25180169
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85076368418
dc.identifier.scopusqualityQ2
dc.identifier.startpage17en_US
dc.identifier.urihttps://doi.org/10.20448/journal.509.2019.61.17.25
dc.identifier.urihttps://hdl.handle.net/20.500.12587/2635
dc.identifier.volume6en_US
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherAsian Online Journal Publishing Groupen_US
dc.relation.ispartofJournal of Education and e-Learning Research
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAuthoritarian classroom management profileen_US
dc.subjectAuthoritative classroom management profileen_US
dc.subjectEffective communication skillsen_US
dc.subjectIndifferent classroom management profileen_US
dc.subjectLaissez-faire classroom management profileen_US
dc.subjectMotivationen_US
dc.titleAnalysis of the predictive role of teachers' effective communication skills and motivation levels on classroom management profilesen_US
dc.typeArticle

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