The Relationship betweenNormative-Humanistic
Attitudes & Discipline Beliefsin a Turkish Pre-School
Teachers’ Sample
TEACHER DEVELOPMENT, VOLUME 8, NUMBER 1, 2004
Map of Turkey
Survey here
Facts about Turkey
• Population: 66 million
• Ethnicity: Turkish 80%, Kurdish 20%
• Languages: Turkish, Kurdish, Arabic
• Religion: Muslim 99% (mostly Sunni), Christians & Jews 1%
• Literacy Rate: overall 82% (male 92%, female 72%)
• Est. 20 million below poverty rate
Facts about Turkey
• Population: 66 million
• Ethnicity: Turkish 80%, Kurdish 20%
• Languages: Turkish, Kurdish, Arabic
• Religion: Muslim 99% (mostly Sunni), Christians & Jews 1%
• Literacy Rate: overall 82% (male 92%, female 72%)
• Est. 20 million below poverty rate
Facts about Turkey
• Population: 66 million
• Ethnicity: Turkish 80%, Kurdish 20%
• Languages: Turkish, Kurdish, Arabic
• Religion: Muslim 99% (mostly Sunni), Christians & Jews 1%
• Literacy Rate: overall 82% (male 92%, female 72%)
• Est. 20 million below poverty rate
Facts about Turkey
• Population: 66 million
• Ethnicity: Turkish 80%, Kurdish 20%
• Languages: Turkish, Kurdish, Arabic
• Religion: Muslim 99% (mostly Sunni), Christians & Jews 1%
• Literacy Rate: overall 82% (male 92%, female 72%)
• Est. 20 million below poverty rate
Facts about Turkey
• Population: 66 million
• Ethnicity: Turkish 80%, Kurdish 20%
• Languages: Turkish, Kurdish, Arabic
• Religion: Muslim 99% (mostly Sunni), Christians & Jews 1%
• Literacy Rate: overall 82% (male 92%, female 72%)
• Est. 20 million below poverty rate
Facts about Turkey
• Population: 66 million
• Ethnicity: Turkish 80%, Kurdish 20%
• Languages: Turkish, Kurdish, Arabic
• Religion: Muslim 99% (mostly Sunni), Christians & Jews 1%
• Literacy Rate: overall 82% (male 92%, female 72%)
• Est. 20 million below poverty rate
Facts about Turkey
• Population: 66 million
• Ethnicity: Turkish 80%, Kurdish 20%
• Languages: Turkish, Kurdish, Arabic
• Religion: Muslim 99% (mostly Sunni), Christians & Jews 1%
• Literacy Rate: overall 82% (male 92%, female 72%)
• Est. 20 million below poverty rate
Government
Turkey has been a Republic since 1923. Prior to 1923,the Ottoman Empire ruled the country for nearly
600 years, conquering many parts of northern Africa and southeastern Europe during that often violent period.
Ideology
• “A system of beliefs, ideas, values, attitudes and categories through which a person, a group, or a society perceives, comprehends and interprets the world”
The Authors
Normative characteristics
• Conforming to rules and accepted norms
• More homogeneous
• More extrinsically motivated
• More structured, punitive parenting style
Normative characteristics
• Conforming to rules and accepted norms
• More homogeneous
• More extrinsically motivated
• More structured, punitive parenting style
Normative characteristics
• Conforming to rules and accepted norms
• More homogeneous
• More extrinsically motivated
• More structured, punitive parenting style
Normative characteristics
• Conforming to rules and accepted norms
• More homogeneous
• More extrinsically motivated
• More structured, punitive parenting style
Normative characteristics
• Conforming to rules and accepted norms
• More homogeneous
• More extrinsically motivated
• More structured, punitive parenting style
Humanistic characteristics
• Less adherence to rules and conformity
• More heterogeneous
• More intrinsically motivated
• More child-centered parenting style
Humanistic characteristics
• Less adherence to rules and conformity
• More heterogeneous
• More intrinsically motivated
• More child-centered parenting style
Humanistic characteristics
• Less adherence to rules and conformity
• More heterogeneous
• More intrinsically motivated
• More child-centered parenting style
Humanistic characteristics
• Less adherence to rules and conformity
• More heterogeneous
• More intrinsically motivated
• More child-centered parenting style
Humanistic characteristics
• Less adherence to rules and conformity
• More heterogeneous
• More intrinsically motivated
• More child-centered parenting style
High Control Discipline
• Based on the philosophical belief that a child’s growth and development are the result of external conditions.
• Children are molded by environmental influences and are deemed to possess little innate potential.
• Little regard is given to children’s feelings, thoughts since adults are considered the best judges for what is appropriate.
High Control Discipline
• Based on the philosophical belief that a child’s growth and development are the result of external conditions.
• Children are molded by environmental influences and are deemed to possess little innate potential.
• Little regard is given to children’s feelings, thoughts since adults are considered the best judges for what is appropriate.
High Control Discipline
• Based on the philosophical belief that a child’s growth and development are the result of external conditions.
• Children are molded by environmental influences and are deemed to possess little innate potential.
• Little regard is given to children’s feelings, thoughts since adults are considered the best judges for what is appropriate.
High Control Discipline
• Based on the philosophical belief that a child’s growth and development are the result of external conditions.
• Children are molded by environmental influences and are deemed to possess little innate potential.
• Little regard is given to children’s feelings, thoughts since adults are considered the best judges for what is appropriate.
Low Control Discipline
• Children are primarily responsible for controlling their own behavior and that they are capable of making their own decisions.
• Children are encouraged learn cooperation and to construct their own values.
• Children’s thoughts, feelings, and ideas are taken into consideration by adults.
Low Control Discipline
• Children are primarily responsible for controlling their own behavior and that they are capable of making their own decisions.
• Children are encouraged learn cooperation and to construct their own values.
• Children’s thoughts, feelings, and ideas are taken into consideration by adults.
Low Control Discipline
• Children are primarily responsible for controlling their own behavior and that they are capable of making their own decisions.
• Children are encouraged learn cooperation and to construct their own values.
• Children’s thoughts, feelings, and ideas are taken into consideration by adults.
Low Control Discipline
• Children are primarily responsible for controlling their own behavior and that they are capable of making their own decisions.
• Children are encouraged learn cooperation and to construct their own values.
• Children’s thoughts, feelings, and ideas are taken into consideration by adults.
Turkish School Children
Artwork by Turkish Students
Artwork by Turkish Students
Artwork by Turkish Students
Artwork by Turkish Students
The Authors’ Study
• Normative v. Humanistic Ideology• Correlated with:
Age of TeacherSeniorityInstitutional TypeAge Groups of StudentsIn-Service Training
OpportunitiesSatisfaction LevelPrestige Beliefs about Teaching Profession
The Authors’ Study
• Normative v. Humanistic Ideology• Correlated with:
Age of TeacherSeniorityInstitutional TypeAge Groups of StudentsIn-Service Training
OpportunitiesSatisfaction LevelPrestige Beliefs about Teaching Profession
The Authors’ Study
• Normative v. Humanistic Ideology• Correlated with:
Age of TeacherSeniorityInstitutional TypeAge Groups of StudentsIn-Service Training
OpportunitiesSatisfaction LevelPrestige Beliefs about Teaching Profession
The Authors’ Study
• Normative v. Humanistic Ideology• Correlated with:
Age of TeacherSeniorityInstitutional TypeAge Groups of StudentsIn-Service Training
OpportunitiesSatisfaction LevelPrestige Beliefs about Teaching Profession
The Authors’ Study
• Normative v. Humanistic Ideology• Correlated with:
Age of TeacherSeniorityInstitutional TypeAge Groups of StudentsIn-Service Training
OpportunitiesSatisfaction LevelPrestige Beliefs about Teaching Profession
The Authors’ Study
• Normative v. Humanistic Ideology• Correlated with:
Age of TeacherSeniorityInstitutional TypeAge Groups of StudentsIn-Service Training
OpportunitiesSatisfaction LevelPrestige Beliefs about Teaching Profession
The Authors’ Study
• Normative v. Humanistic Ideology• Correlated with:
Age of TeacherSeniorityInstitutional TypeAge Groups of StudentsIn-Service Training
OpportunitiesSatisfaction LevelPrestige Beliefs about Teaching Profession
The Authors’ Study
• Normative v. Humanistic Ideology• Correlated with:
Age of TeacherSeniorityInstitutional TypeAge Groups of StudentsIn-Service Training
OpportunitiesSatisfaction LevelPrestige Beliefs about Teaching Profession
The Authors’ Study
• Normative v. Humanistic Ideology• Correlated with:
Age of TeacherSeniorityInstitutional TypeAge Groups of StudentsIn-Service Training
OpportunitiesSatisfaction LevelPrestige Beliefs about Teaching Profession
Participants in Study
• 156 randomly selected pre-school teachers. All female.
• Public 88%, Private 12%
• Age distribution 21-45. 81% married
• Age 20-30: 35%
• Age 30-40: 45%
• Age 40+: 20%
Participants in Study
• 156 randomly selected pre-school teachers. All female.
• Public 88%, Private 12%
• Age distribution 21-45. 81% married
• Age 20-30: 35%
• Age 30-40: 45%
• Age 40+: 20%
Participants in Study
• 156 randomly selected pre-school teachers. All female.
• Public 88%, Private 12%
• Age distribution 21-45. 81% married
• Age 20-30: 35%
• Age 30-40: 45%
• Age 40+: 20%
Participants in Study
• 156 randomly selected pre-school teachers. All female.
• Public 88%, Private 12%
• Age distribution 21-45. 81% married
• Age 20-30: 35%
• Age 30-40: 45%
• Age 40+: 20%
Participants in Study
• 156 randomly selected pre-school teachers. All female.
• Public 88%, Private 12%
• Age distribution 21-45. 81% married
• Age 20-30: 35%
• Age 30-40: 45%
• Age 40+: 20%
Participants in Study
• 156 randomly selected pre-school teachers. All female.
• Public 88%, Private 12%
• Age distribution 21-45. 81% married
• Age 20-30: 35%
• Age 30-40: 45%
• Age 40+: 20%
Participants in Study
• 156 randomly selected pre-school teachers. All female.
• Public 88%, Private 12%
• Age distribution 21-45. 81% married
• Age 20-30: 35%
• Age 30-40: 45%
• Age 40+: 20%
Measures and ResearchInstruments used in this Study
• Tomkin’s Polarity Scale
• General Survey Questionnaire
• Beliefs in Discipline Survey
Measures and ResearchInstruments used in this Study
• Tomkin’s Polarity Scale
• General Survey Questionnaire
• Beliefs in Discipline Survey
Measures and ResearchInstruments used in this Study
• ???
• General Survey Questionnaire
• Beliefs in Discipline Survey
Measures and ResearchInstruments used in this Study
• ???
• Correlations
• Beliefs in Discipline Survey
The Authors’ Study
• Normative v. Humanistic Ideology• Correlated with:
Age of TeacherSeniorityInstitutional TypeAge Groups of StudentsIn-Service Training
OpportunitiesSatisfaction LevelPrestige Beliefs about Teaching Profession
Measures and ResearchInstruments used in this Study
• ???
• Correlations
• Beliefs in Discipline Survey
Beliefs in Discipline Questions
“I believe that….”
Beliefs in Discipline Questions
• HIGH: Although children think, the decisions they make are not yet fully rational and moral
• LOW: Students’ inner emotions and decision making processes must always be considered legitimate and valid
Beliefs in Discipline Questions
• HIGH: Although children think, the decisions they make are not yet fully rational and moral = 110
• LOW: Students’ inner emotions and decision making processes must always be considered legitimate and valid
Beliefs in Discipline Questions
• HIGH: Although children think, the decisions they make are not yet fully rational and moral = 110
• LOW: Students’ inner emotions and decision making processes must always be considered legitimate and valid = 46
Beliefs in Discipline Questions
“Generally, in my class….”
Beliefs in Discipline Questions
• HIGH: I assign students to specific areas or seats in the classroom
• LOW: My seating (or work area) assignments are open to negotiation
Beliefs in Discipline Questions
• HIGH: I assign students to specific areas or seats in the classroom = 27
• LOW: My seating (or work area) assignments are open to negotiation
Beliefs in Discipline Questions
• HIGH: I assign students to specific areas or seats in the classroom = 27
• LOW: My seating (or work area) assignments are open to negotiation = 129
Beliefs in Discipline Questions
“If a student breaks anotherstudent’s PLD that they broughtto school, I will more likely….”
Beliefs in Discipline Questions
• HIGH: Scold both students for disrespecting personal property and for bringing PLDs to school
• LOW: Avoid interfering in something students and/or parents should resolve themselves
Beliefs in Discipline Questions
• HIGH: Scold both students for disrespecting personal property and for bringing PLDs to school = 93
• LOW: Avoid interfering in something students and/or parents should resolve themselves
Beliefs in Discipline Questions
• HIGH: Scold both students for disrespecting personal property and for bringing PLDs to school = 93
• LOW: Avoid interfering in something students and/or parents should resolve themselves = 63
Beliefs in Discipline Questions
“If students agree that aclassroom rule is unjust andshould be removed, but Idisagree with them, then ….”
Beliefs in Discipline Questions
• HIGH: The students and I should jointly decide on a fair rule.
• LOW: The rule should probably be removed and replaced by a rule made by the students.
Beliefs in Discipline Questions
• HIGH: The students and I should jointly decide on a fair rule. = 147
• LOW: The rule should probably be removed and replaced by a rule made by the students.
Beliefs in Discipline Questions
• HIGH: The students and I should jointly decide on a fair rule. = 147
• LOW: The rule should probably be removed and replaced by a rule made by the students. = 9
Beliefs in Discipline Questions
“When a student does notjoin a group activity….”
Beliefs in Discipline Questions
• HIGH: The teacher should explain the value of the activity to the students and encourage them to participate.
• LOW: The teacher should attempt to identify the student’s reasons for not joining and should create opportunities that respond to those reasons.
Beliefs in Discipline Questions
• HIGH: The teacher should explain the value of the activity to the students and encourage them to participate. = 44
• LOW: The teacher should attempt to identify the student’s reasons for not joining and should create opportunities that respond to those reasons.
Beliefs in Discipline Questions
• HIGH: The teacher should explain the value of the activity to the students and encourage them to participate. = 44
• LOW: The teacher should attempt to identify the student’s reasons for not joining and should create opportunities that respond to those reasons. = 112
Beliefs in Discipline Questions
“During the first week ofclass, I will more likely….”
Beliefs in Discipline Questions
• HIGH: Announce the classroom rules and inform students how the rules will be fairly enforced.
• LOW: Let the students interact freely and let them initiate any rule making.
Beliefs in Discipline Questions
• HIGH: Announce the classroom rules and inform students how the rules will be fairly enforced. = 49
• LOW: Let the students interact freely and let them initiate any rule making.
Beliefs in Discipline Questions
• HIGH: Announce the classroom rules and inform students how the rules will be fairly enforced. = 49
• LOW: Let the students interact freely and let them initiate any rule making. = 107
Beliefs in Discipline Questions
“If a student interrupts mylesson by talking to a neighbor,I will more likely …”
Beliefs in Discipline Questions
• HIGH: Move the student away from the others and continue with the lesson because time should not be wasted on account of one individual.
• LOW: Tell students how angry I feel and conduct a dialogue about how the first student would feel about being interrupted.
Beliefs in Discipline Questions
• HIGH: Move the student away from the others and continue with the lesson because time should not be wasted on account of one individual. = 60
• LOW: Tell students how angry I feel and conduct a dialogue about how the first student would feel about being interrupted.
Beliefs in Discipline Questions
• HIGH: Move the student away from the others and continue with the lesson because time should not be wasted on account of one individual. = 60
• LOW: Tell students how angry I feel and conduct a dialogue about how the first student would feel about being interrupted.
= 96
More Research Results
• Teachers with higher satisfaction and prestige levels have higher control tendencies
• Teachers that believe that education is a lower prestige profession have lower control tendencies.
• Nominative orientation increased with each age group.
More Research Results
• Teachers with higher satisfaction and prestige levels have higher control tendencies
• Teachers that believe that education is a lower prestige profession have lower control tendencies.
• Nominative orientation increased with each age group.
More Research Results
• Teachers with higher satisfaction and prestige levels have higher control tendencies
• Teachers that believe that education is a lower prestige profession have lower control tendencies.
• Nominative orientation increased with each age group.
More Research Results
• Teachers with higher satisfaction and prestige levels have higher control tendencies
• Teachers that believe that education is a lower prestige profession have lower control tendencies.
• Nominative orientation increased with each age group.
Conclusions• The study supporting an effort to modernize Turkey’s
education system in line with its new EU membership.• Socio-economic changes influencing educational changes.• Turkey is trying to move away from instruction-based
classroom structure to a student-based structure.• Older teachers with normative high-control ideology seen as
an impediment to progress.• Teachers highly influenced by cultural norms and traditional
ideologies.• Turkish parenting styles generally authoritarian and
normative.• Self-respect for one’s profession tied to ability to enact
control and feeling empowered in the classroom.
Conclusions• The study supporting an effort to modernize Turkey’s
education system in line with its new EU membership.• Socio-economic changes influencing educational changes.• Turkey is trying to move away from instruction-based
classroom structure to a student-based structure.• Older teachers with normative high-control ideology seen as
an impediment to progress.• Teachers highly influenced by cultural norms and traditional
ideologies.• Turkish parenting styles generally authoritarian and
normative.• Self-respect for one’s profession tied to ability to enact
control and feeling empowered in the classroom.
Conclusions• The study supporting an effort to modernize Turkey’s
education system in line with its new EU membership.• Socio-economic changes influencing educational changes.• Turkey is trying to move away from instruction-based
classroom structure to a student-based structure.• Older teachers with normative high-control ideology seen as
an impediment to progress.• Teachers highly influenced by cultural norms and traditional
ideologies.• Turkish parenting styles generally authoritarian and
normative.• Self-respect for one’s profession tied to ability to enact
control and feeling empowered in the classroom.
Conclusions• The study supporting an effort to modernize Turkey’s
education system in line with its new EU membership.• Socio-economic changes influencing educational changes.• Turkey is trying to move away from instruction-based
classroom structure to a student-based structure.• Older teachers with normative high-control ideology seen as
an impediment to progress.• Teachers highly influenced by cultural norms and traditional
ideologies.• Turkish parenting styles generally authoritarian and
normative.• Self-respect for one’s profession tied to ability to enact
control and feeling empowered in the classroom.
Conclusions• The study supporting an effort to modernize Turkey’s
education system in line with its new EU membership.• Socio-economic changes influencing educational changes.• Turkey is trying to move away from instruction-based
classroom structure to a student-based structure.• Older teachers with normative high-control ideology seen as
an impediment to progress.• Teachers highly influenced by cultural norms and traditional
ideologies.• Turkish parenting styles generally authoritarian and
normative.• Self-respect for one’s profession tied to ability to enact
control and feeling empowered in the classroom.
Conclusions• The study supporting an effort to modernize Turkey’s
education system in line with its new EU membership.• Socio-economic changes influencing educational changes.• Turkey is trying to move away from instruction-based
classroom structure to a student-based structure.• Older teachers with normative high-control ideology seen as
an impediment to progress.• Teachers highly influenced by cultural norms and traditional
ideologies.• Turkish parenting styles generally authoritarian and
normative.• Self-respect for one’s profession tied to ability to enact
control and feeling empowered in the classroom.
Conclusions• The study supporting an effort to modernize Turkey’s
education system in line with its new EU membership.• Socio-economic changes influencing educational changes.• Turkey is trying to move away from instruction-based
classroom structure to a student-based structure.• Older teachers with normative high-control ideology seen as
an impediment to progress.• Teachers highly influenced by cultural norms and traditional
ideologies.• Turkish parenting styles generally authoritarian and
normative.• Self-respect for one’s profession tied to ability to enact
control and feeling empowered in the classroom.
Conclusions• The study supporting an effort to modernize Turkey’s
education system in line with its new EU membership.• Socio-economic changes influencing educational changes.• Turkey is trying to move away from instruction-based
classroom structure to a student-based structure.• Older teachers with normative high-control ideology seen as
an impediment to progress.• Teachers highly influenced by cultural norms and traditional
ideologies.• Turkish parenting styles generally authoritarian and
normative.• Self-respect for one’s profession tied to ability to enact
control and feeling empowered in the classroom.
“Daddy, send meto school.”
--slogan for Turkishadvocacy group toeducate more young girls.