primary research future educators’ perceptions on...

TAF Journal of Advances in Humanities and Social Sciences

2016, 2(2): 85-97 JAHSS 1

13

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Primary Research Future educators’ perceptions on technology and livelihood education status and development of work skills Rovelina B. Jacolbia 1, *

Polytechnic University of the Philippines, Manila, Philippines

Abstract. This study aimed to determine the Technology and Livelihood Education

Program status and the development of students’ work skills. The study made use of

descriptive type of research. It involved 125 randomly selected second year and third year

Bachelor in Business Teacher Education students of the Polytechnic University of the

Philippines using the survey questionnaire as the major instrument in gathering the data.

The mean average was used to describe the status of the TLE program in terms of

curriculum content, instructional methods, faculty competence, and adequacy of facilities

as well as the development of work skills and work attitudes of students. The Pearson

Product Moment Correlation was used to determine the relationship of the TLE program

with the development of students’ work skills. The study revealed that the Status of

Technology and Livelihood Education Program has a positively strong relationship with

the Development of Work Skills.

© 2016 TAF Publishing. All rights reserved.

INTRODUCTION

Among the learning areas, the Technology and Livelihood Education subject is

the most experiential, interactive, interdisciplinary and value-laden (cultural,

aesthetic, vocational, political-economic and moral values). It is in this learning

area that provides the Filipino learners the quality time to demonstrate

practical knowledge and life’s skills that have been gained, especially the skills

of vocational efficiency and empathy (De Alca, 2008).

Technology and livelihood education is vital to becoming a productive

member of the modern workforce. Choosing a career path and then learning the

technology related to that field or industry can be an excellent way to improve

the chances of succeeding in a career endeavor. Technology education is widely

* Corresponding author: Rovelina B. Jacolbia

E-mail: [email protected]

Keywords: Status Technology Livelihood education Work skills

Received: 7 March 2016 Accepted: 10 March 2016 Published: 26 April 2016

mailto:[email protected]

86 R. B. Jacolbia - Future educators’ perceptions on technology ... 2016

ISSN: 2414-3103 DOI: 10.20474/jahss-2.2.3 TAF

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available but it is not always free. Typically, students will attend vocational

schools, technical colleges and universities to learn technology, including

computer programming.

Technology and Livelihood Education intends to develop knowledge, skills,

values and attitudes that will prepare the students for entry into the world of

work. This will enable the students to gain understanding and acquire

competencies in various activities as they relate to Home Economics,

Agriculture Arts, Industrial Arts and Entrepreneurship (Calmorin, 1994).

The study of Technology and Livelihood Education needs redirection to suit

the conditions in today’s society and to promote advancement in knowledge

and respond to the needs of individuals, families and the community (Sizoo,

2005).

In this light, the acquisition of knowledge and skills as well as values and

attitudes necessary to help the learners enter the world of work should be given

emphasis.

Schools have the responsibility to uplift every student’s academic and

lifelong learning. In due time, these students are expected to contribute

significantly to the development of dynamic and self-sustaining economy, the

pursuit of a better quality of life and the attainment of global competitiveness.

With the present economic conditions, the kind of education that the

students should acquire must be within the mainstream of workforce which can

provide benefits to improve their lives. The Technology and Livelihood

Education is one of the subjects in the BBTE curriculum, which offers

opportunity to prepare students in the world of work which trains the students

to apply basic concepts and imbibe values related to practical work experiences.

First, the study aimed to determine the Technology and Livelihood

Education program in terms of curriculum content, instructional methods,

faculty competence, and adequacy of facilities.

Second, the study also looked at the development of the students’ work

skills.

Finally, the study wants to look at the relationship between the Technology

and Livelihood Education status and development of students’ work skills.

FIGURE 1. Research model

The Technology and Livelihood program status in terms of curriculum

content, instructional methods, faculty competence, and adequacy of facilities

are the independent variables. The dependent variable is the development of

students’ work skills.

2016 J. Adv. Hum. Soc. Sci. 87

ISSN: 2414-3103 DOI: 10.20474/jahss-2.2.3 TAF Publishing

METHODS

The respondents of the study are 125 randomly selected second year and third

year Bachelor in Business Teacher Education students of the Polytechnic

University of the Philippines who are officially enrolled in the school year 2013-

2014. The survey questionnaire is the major instrument used in gathering the

data. Simple random sampling was used in choosing the samples. Bachelor in

Business Teacher Education students are future educators of Technology and

Livelihood Education program.

The study aimed to discover the status of the TLE program as: curriculum

content, instructional methods, faculty competence and adequacy of facilities;

how the status relates to the level of students’ development in terms of work

skills was the main focus of this study.

RESULTS AND DISCUSSION

TABLE 1. Weighted mean of the curriculum content

Curriculum Content WM VI

1. Develops understanding of the different work activities and their significant contributions to personal,

family and economic development.

4.26 VG

2. Acquires working knowledge on the utilization and consumption of materials, products and services. 4.09 VG

3. Develops greater proficiency in the use of tools, machines, equipment and material resources in the

environment.

3.93 VG

4. Appreciates the economic and social opportunities offered by the different occupations. 3.91 VG

5. Manifests desirable attitudes and work values, essential for effective, personal, family and community

living.

4.04 VG

6. Is dynamic in its approaches and activities. 3.98 VG

7. Meets the needs and expectations of the students and the community. 3.94 VG

8. Prepares technologically literate students for success in an ever-changing work place. 3.99 VG

9. Promotes the holistic growth of the learners and enables them to acquire the core competencies. 4.04 VG

10. Is relevant and responsive to our rapidly changing world. 4.03 VG

Overall Weighted Mean 4.02 VG

As shown in Table 1, the respondents perceived the curriculum content as

very good with a mean rating of 4.02. The first item got the highest weighted

mean which indicates that they develop understanding of the different work

activities and their significant contributions to personal, family and economic

development. The fourth item got the lowest weighted mean which states that

students appreciate the economic and social opportunities offered in the

different possible available occupations. The curriculum should envelope a

myriad of practical subjects as well as subjects in the arts and mechanics.

Students should have the chance to experience the wide variety of opportunities

in life outside of school. Young children should have a better chance to find out

what their interests are with a diverse curriculum and older students should be

able to pursue their interests with chosen electives (Holt, 2007).

As revealed in Table 2, respondents perceived the instructional methods as

very good with a mean rating of 3.94. The first item got the highest weighted

mean which specifies that through the instructional methods, the objectives of

the lesson are explained clearly and developed the lessons logically.



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TABLE 2. Weighted mean of instructional methods

Instructional Methods WM VI

1. Explain clearly the objectives of the lesson and develop the lesson logically. 4.09 VG

2. Utilize appropriate instructional aids. 3.83 VG

3. Keep majority of the students involved in the learning task most of the time. 4.01 VG

4. Require textbooks and instructional materials available to all students. 3.77 VG

5. Trust students by delegating and giving them freedom to perform in their own unique way. 3.96 VG

6. Employ current, experimental and creative approaches in teaching. 3.90 VG

7. Reflect a balanced coverage of subject contents through laboratory activities. 3.98 VG

8. Adapt method of teaching to the needs and capabilities of the students. 3.86 VG

9. Use appropriate tools for assessing the effectiveness of teaching. 4.01 VG

10. Use appropriate tools for assessing the progress of the students. 3.98 VG

Overall Weighted Mean 3.94 3.94

The fourth item got the lowest weighted mean which states that the

instructional methods require textbooks and instructional materials which are

readily available to them. The best teachers are not always, not even usually,

those teachers with the most sophisticated content knowledge. The best

teachers do know their material, but they also know a lot about the process.

They have at their disposal a repertoire of instructional methods, strategies, and

approaches—a repertoire they continually cultivate, just as they develop

content knowledge. They never underestimate the power of the process to

determine student learning outcomes (Weimer, 2008).

TABLE 3. Weighted mean of faculty competence

Faculty Competence WM VI

1. Shows evidence of mastery of the subject matter taught. 4.21 VS

2. Institutes and adapts techniques appropriately, effectively and systematically. 4.15 VS

3. Selects, prepares and utilizes instructional aids and devices effectively and appropriately. 4.08 VS

4. Undertakes varied lessons, opportunities, situation and activities within the level of the learners. 3.95 VS

5. Expresses ideas in a well-organized manner and stimulates a two-way flow of communication. 3.91 VS

6. Makes full, productive use of the allotted time. 3.99 VS

7. Induces and sustains student’s interest in the subject matter. 3.99 VS

8. Supervises all students in the performance of tasks given to them. 4.02 VS

9. Maintains proper classroom atmosphere. 4.03 VS

10. Relates the lesson with other subject areas. 4.07 VS

Overall Weighted Mean 4.04 VS

In Table 3, the respondents said that they perceived the faculty competence

as very satisfactory with 4.04 mean rating. The first item got the highest

weighted mean which indicates that the teacher shows evidence of mastery of

the subject matter taught. The fifth item got the lowest mean rating which

states that the teachers express ideas in a well-organized manner and stimulate

a two-way flow of communication. A teacher who maintains an orderly

classroom is effective in classroom management. From this stand point,

teachers are expected to show effective managerial skill that can be

demonstrated in his/her utilization of classroom resources such as teaching

aids, necessary devices and equipment learning (Aquino, 2000).



TABLE 4. Weighted mean of adequacy of facilities

Adequacy of Facilities WM VI

1. Laboratory rooms are made available for the different TLE courses 3.77 VA

2. Laboratory rooms’ size is enough for the number of students per class. 3.64 VA

3. The laboratories are strategically located. 3.64 VA

4. The laboratories are equipped with demonstration areas, appropriate furniture, fixtures and

equipment.

3.54 VA

5. The laboratories are well lighted and well ventilated. 3.66 VA

6. The laboratories enable the students to do varied learning activities. 3.63 VA

7. The laboratories are provided with fire extinguishers and other safety devices. 3.59 VA

8. Procurement of equipment, supplies and software supplies is made periodically to upgrade and

update existing units and holdings.

3.68 VA

9. Books, journals and magazines for lectures are made available to students. 3.65 VA

10. There are adequate instructional materials to facilitate learning. 3.75 VA

Overall Weighted Mean 3.66 VA

As presented in Table 4, the respondents perceived the facilities as very

adequate with a weighted mean of 3.66. The first item got the highest weighted

mean which indicates that laboratory rooms are made available to different TLE

courses. The fourth item got the lowest mean rating which states that the

laboratories are equipped with demonstration areas, appropriate furniture,

fixtures and equipment. Equally important for TLE instructions is the

availability of adequate and up-to-date material resources in every school.

Functional tools and equipment must be readily available for use of students.

School facilities should be responsive to the changing programs of educational

delivery. School facilities should provide an environment that is safe, secure,

comfortable, accessible, well-ventilated, well-illuminated, aesthetically pleasing,

and should be an integral component of the conditions of learning (Lackney, et

al. 2008).

TABLE 5. Weighted mean of students’ work skills

Work Skills of the Students WM VI

1. Develop effective and efficient ways of accomplishing a certain task. 4.22 VS

2. Utilize time productively. 4.08 VS

3. Perform well in doing basic skills. 4.10 VS

4. Observe proper care and maintenance of tools and equipment. 3.96 VS

5. Construct worthwhile projects. 4.10 VS

6. Develop skills needed by professionals. 4.14 VS

7. Apply accurately the theories learned. 4.14 VS

8. Use and operate sophisticated tools, machines, instruments and equipment. 4.02 VS

9. Acquire knowledge and information essential for making an intelligent choice of an occupation or

career.

4.15 VS

10. Maximize one’s potentials for self-fulfillment. 4.21 VS

Overall Weighted Mean 4.11 VS

As shown in Table 5, the respondents perceived the development of work

skills as very satisfactory with 4.11 as mean rating. The first item got the



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highest mean rating which indicates that they were able to develop effective

and efficient ways of accomplishing a certain task. The fourth item got the

lowest mean rating which states that the students observed proper care and

maintenance of tools and equipment. The development of psychomotor skills

through project making is considered as one of the expressive ways that

provide the start of the development of basic skills in arts and crafts.

The activity enhances the students’ opportunity to express themselves in

constructing projects. They find project making very appealing for they like to

manipulate, explore and create. The finding also implies that the development

of work skills maximizes the students’ potentials for self-fulfillment, develops

effective and efficient ways of accomplishing tasks and enables them to observe

proper care and maintenance of tools and equipment.

TABLE 6. Mean assessment of status of the technology, livelihood education program and development of work skills

Status of the Technology and Livelihood

Education Program

Students' Development of Work Skills

Pearson Correlation p–value Decision

a. Curriculum Content 0.480** 0.000 Reject Ho

b. Instructional Methods 0.599** 0.000 Reject Ho

c. Faculty Competence 0.562** 0.000 Reject Ho

d. Adequacy of Facilities 0.467** 0.000 Reject Ho

** Correlation is significant at the p<.01

Table 6 shows the test for significant relationship between the assessment of

respondents towards the status of the technology and livelihood education

program and their development in terms of "work skills". The decision is to

reject the null hypothesis if the computed p - value is less than or equal to the

0.05 level of significance. Otherwise, do not reject the null hypothesis if the

computed p - value is greater than the 0.05 level of significance. With p - values

less than the 0.05 level of significance (0.000, 0.000, 0.000 and 0.000), the

researcher rejects the null hypothesis. Therefore, at 5% level of significance,

there exists a significant relationship between the assessment of respondents

towards the status of the technology and livelihood education program in terms

of "Curriculum Content", "Instructional Methods", "Faculty Competence" and

"Adequacy of Facilities".

CONCLUSION AND RECOMMENDATIONS

The following conclusions are drawn:

1. The researchers concluded that the students perceived curriculum content

and instructional methods as very good, faculty competence as very

satisfactory, and adequacy of facilities as very adequate.

2. The development of the students in terms of work skills is very satisfactory.

3. The study revealed that the Status of Technology and Livelihood Education

Program has a positively strong relationship with the Development of Work

Skills.

In the light of the conclusions presented, the following recommendations are

set forth.

1. Since the significant role of TLE school factors such as curriculum content,

instructional methods, faculty competence and adequacy of facilities to the



development of the students’ work skills was confirmed in the study, the school

administration must undertake the following:

• Provide more up-to-date instructional facilities for TLE;

• Assure full utilization of the instructional facilities;

• Settle the idea that facilities provide an environment that is safe, secured,

comfortable, accessible, well-ventilated, well-illuminated, aesthetically pleasing,

and should be an integral component of the conditions of learning;

• Undertake periodic review, evaluation and enrichment of curriculum content

to strengthen life-long learning skills and work attitudes of students;

• Make improvement in the curriculum in such a way that the students can have

a better chance to find out what their interests are;

• Find ways to increase funds for the improvement of the schools’ facilities such

as buildings, equipment and tools, and learning resources;

• Provide incentives and scholarships to teachers and facilitators in the form of

seminars and the like to provide them the skills they need to succeed in a

rapidly changing environment;

2. Teachers should have a wide variety of instructional methods, strategies, and

approaches that they used during teaching-learning process.

3. Assessments on the teaching performance of teachers must be done on a

regular basis because these will ensure quality output for both teachers and

students.

Teachers who are described as autocratic with regard to classroom

management keep their students at a distance. They make educational decisions

on their own, state them to the students and expect students to obey them. It is

important to retain authority. The teacher determines the classroom rules to

explain to the students what they may face if they do not obey the rules.

Behavior is controlled by rewards and punishments. The educational process is

based on theory. The teacher does not care about the students’ interests, needs,

opinions or suggestions. The teacher is the only person responsible for planning

and running the lesson (Glasser, 1999; Robbins and David, 1998). Democratic

teachers, on the other hand, try to understand their students and try to address

their needs. They establish the classroom rules together with the students and

explain the reasoning behind them. Sharing the authority, encouraging

participation, and interaction are very important. They care about how students

learn and they are open to communication. They encourage students to express

their emotions and thoughts (Chambers and Hardy, 2005; Martin et al, 1998).

Teachers with laissez-faire behaviors usually have as less as possible points of

contact. Their expectations and classroom rules are not very clear. These

teachers, who do not take good care of lesson preparations, are more interested

in their own needs. Since they are not consistent and employ the classroom

rules very rarely, discipline problems rather than learning stand out in their

classrooms (Good and Jere, 2007; Santrock, 1996).

Teachers have various classroom management styles and they can employ

different management styles at the same time. However, only one of these can

be superior to the others (Alexander-Rami, 2011). It is important to detect how

teachers manage their classrooms and which behavior they mostly exhibit there

in order for trainings about developing classroom management skills to become

more effective. Ways to organize and manage educational processes are very

important on every single level of education. However, younger students are



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much more affected by their teachers’ behavior and teachers then become the

main model for their academic, social, and emotional development (Gordon,

1996). In this respect, primary school teachers’ views about classroom

management were investigated in this study in terms of different variables and

their autocratic, democratic and laissez-faire behavior in their classrooms.

METHOD

This is a descriptive survey model study. Primary school teachers working at

schools in the city of Adana formed the focus group of the study. To detect the

study sample, 30 primary schools were randomly chosen and 304 teachers from

those schools, 157 female and 147 male teachers, participated on a voluntary

basis. The data were collected through the “Teachers’ Perception of Classroom

Management Scale” (TPCMS), developed by Terzi (2001). The scale consists of

the three sub-dimensions; autocratic (A), democratic (D) and Laissez-faire (L)

and 34 items (behaviors). Since the 16th and 33rd items of the scale are the

control items, they were not evaluated. It has a 5-point Likert Scale (5-always,

4-mostly, 3-sometimes, 2-rarely, 1-never). The data were collected by school

visits during the 2014/2015 spring semester. The questionnaire usually took

about 20-25 minutes to be completed and there were no problems reported.

Besides the descriptive analysis, the data were also analyzed by Mann-Whitney

U and Kruskall Wallis tests and the significance level was determined to be 0.5.

The average scores of the teachers 1.00-1.80 were classified as “never”; 1.81-

2.6. as “rarely”; 2.61-3.40 as “sometimes”; “3.41-4.20 as “often” and 4.21-5.00 as

“always”.

FINDINGS

Table 1 shows the descriptive statistics about the scores the participants

received through the questionnaire.

TABLE1. The results of the descriptive statistics

N Minimum Maximum X Std. Dev.

Autocratic 304 1.36 4.27 2.74 .52

Democratic 304 1.00 5.00 4.27 .47

Laissez-faire 304 1.20 4.50 2.24 .43

According to the findings in Table 1, teachers “always” ( =4.27) exhibit

democratic behavior, sometimes ( =2.74) exhibit autocratic behavior and rarely

exhibit ( =2.24) Laissez-faire behavior.

Table 2 below shows the results of the Mann-Whitney U test according to the

variables of gender, the department they graduated from, marital status and

training background in classroom management.

As can be seen in Table 2, female teachers in the autocratic behavior group,

male and single teachers in the Laissez-faire behavior group, and teachers who

graduated from different departments in the democratic behavior group had

significantly higher scores. No significant difference was found in the

democratic behavior scores of the participants with respect to gender or in the

autocratic and laissez-faire behavior scores with respect to the school they

graduated from. As can be seen in Table 2, taking classroom management



training or not did not cause a significant difference in the scores of the

participants.

Table 3 illustrates the results of the Kruskal Wallis test based on years of

experience, age, level of class and class size.

TABLE 2. The results of the Mann-Whitney U tests

Sub-scales Groups N Mean

Rank

Sum of

Ranks U p

Gender

Autocratic Female 157 163.21 25624.00

9858.000 .02* Male 147 141.06 20736.00

Democratic Female 157 147.09 23093.50

10690.500 .26 Male 147 158.28 23266.50

Laissez-faire Female 157 142.73 22408.00 10005.000 .04*

Male 147 162.94 23952.00

Degree programs

Autocratic Education Faculty 196 157.96 30960.50

9513.500 .14 Others 108 142.59 15399.50

Democratic Education Faculty 196 145.07 28433.50

9127.500 .04* Others 108 165.99 17926.50

Laissez-faire Education Faculty 196 150.99 29595.00 10289.000 .68

Others 108 155.23 16765.00

Marital status

Autocratic Single 35 173.00 6055.00

3990.000 .141 Married 269 149.83 40305.00

Democratic Single 35 166.64 5832.50

4212.500 .311 Married 269 150.66 40527.50

Laissez-faire Single 35 166.64 4401.50 3771.500 .05*

Married 269 150.66 41958.50

Receiving classroom management training (lesson, course, seminar etc.)

Autocratic Yes 60 149.83 899.000

7160.000 .79 No 244 153.16 373.000

Democratic Yes 60 154.84 920.50

7169.500 .81 No 244 151.92 37069.50

Laissez-faire Yes 62 163.93 9835.50 6634.500 .26

No 244 149.69 36524.50

As Table 3 shows, the scores of participants teaching in 2nd grade with 6-10

years of experience were higher in democratic behavior as those scores of the

participants with 11-15 years of experience in laissez-faire behavior. The class

size and the age did not result in a big difference in the scores of the teachers.

Additionally, young teachers’ scores were higher for autocratic behavior while

participants of the 41-50 age group had higher average scores in democratic

behavior.

Table 4 shows the average of the teachers’ questionnaire items scores, ranged

from highest to lowest. As can be seen, the most frequent democratic behaviors



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TABLE 3. The results of the Kruskal Wallis tests P

rofe

ssio

nal

sta

tus

Sub-scales Groups N

Mean

Rank df p

Mann Whitney U

Autocratic

1-5 years 98 155.80 2 .729 .69

6-10 years 141 153.94

11-15 years 65 144.41

Democratic

1-5 years (A) 98 134.54

2

7.287

.02*

B > A 6-10 years (B) 141 165.62

11-15 years (C) 65 151.11

Laissez-faire

1-5 years (A) 98 151.24

2

10.224

.00*

C > A

C > B 6-10 years (B) 141 139.87

11-15 years (C) 65 181.81

Age

Autocratic

21-30 ages 49 160.59

31-40 ages 137 158.15 2 2.492 .288

41-50 ages 118 142.58

Democratic

21-30 ages 49 142.09

31-40 ages 137 146.68 2 3.176 .204

41-50 ages 118 163.58

Laissez-faire

21-30 ages 49 147.04

31-40 ages 137 152.43 2 .275 .872

41-50 ages 118 15484

Lev

el o

f cl

ass

Autocratic

1.year 68 141.37

3

7.317

.06

2. year 90 138.02

3. year 75 166.54

4. year 71 166.68

Democratic

1. year 68 138.74

3

9.459

.02*

2 > 1

2 > 4

2. year 90 174.62

3. year 75 152.55

4. year 71 137.58

Laissez-faire

1. year 68 158.79

3

3.574

.31

2. year 90 149.14

3. year 75 139.27

4. year 71 164.72

Cla

ss s

ize

Autocratic

Less than 20

students 37 159.01

21-30 students 204 154.15 2 .694 .61

31-40 students 63 143.33

Democratic

Less than 20

students 37 149.59

21-30 students 204 149.55 2 1.307 .52

31-40 students 63 163.75

Laissez-faire

Less than 20

students 37 152.15

21-30 students 204 158.05 2 3.411 .18

31-40 students 63 134.73



by teachers in classrooms were: explaining the rules with reasoning, grading

the exams objectively, taking good care of a democratic life culture, basing

education on the interests and needs of the students, and creating multi-

directional communication in the classrooms. Basing the education on theory,

keeping the students at a distance, encouraging students through grades, and

punishing misbehaviors were the most common autocratic behaviors while only

helping students when they asked for it is the most frequent laissez-faire

behavior.

TABLE 4. Average scores for the scale items

Dem

ocr

atic

beh

avio

rs

Items X

I explain the reasons why I establish rules 4.69

I grade the exams objectively 4.58

I give importance to a democratic life culture 4.53

Education is based on the needs and interests of students 4.50

I provide multi-directional communication from teacher to students and students to

students 4.36

I explain my feelings about undesired situations without blaming the students 4.33

I establish classroom rules, roles and responsibilities together with the students 4.31

I use teaching methods involving students and their active participation 4.23

I offer alternatives for students rather than clear-cut limitations 4.20

I talk with a soft tone of voice but without shouting 3.66

I give priority to group work 3.56

Au

tocr

atic

beh

avio

rs

Everything I do in class is based on regulations 4.29

My educational activities are based on knowledge 3.87

I keep my students at a certain distance 3.29

I encourage my students to succeed with grades 2.74

I punish students when they misbehave 2.72

I establish classroom rules and principles on my own and expect my students to obey

them 2.71

I am the only source of information for students in class 2.63

I am authoritarian towards my students to show respect 2.50

I avoid talking to my students during the lesson since off-topic talk disturbs the

educational activities 2.13

My students are shy or aggressive in my classes 1.75

I am disturbed by criticisms of students about me 1.46

Lai

ssez

fai

re b

ehav

iors

I help my students only when they ask for it 3.56

I avoid to act as a teacher and an authority 3.19

I face classroom management problems that I cannot cope with 3.09

My students show behaviors accepted by the society 2.76

My students are as free as possible 2.54

I think planning educational activities is a waste of time 2.09

I am an inaccessible person in the eyes of my students 2.01

Off-school activities such as tutoring or doing other business are much more interesting

for me 1.79

The aims of the school or classes do not influence my teaching style 1.39

I grade my students according to my daily mood 1.32



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DISCUSSION AND SUGGESTIONS

That most teachers display democratic classroom management behavior is a

positive factor for the students, learning democratic values through self-

awareness and getting ready for a democratic life. The reason for that is what

teachers give importance to, what they perceive as bad and their behaviors

implicitly form a value education for students (Doğanay, 2009). Many research

studies show that students’ stress and anxious levels decrease in democratic

classrooms while compliance-based behavior such as self-control, self-

responsibility, collaborative work attitude, and discussion skills develop

(Anyon, 1983; Chambers and Hardy, 2005; Doğanay and Sarı, 2004; Hawley,

2000; Hemmings, 2000; Sarı, 2007). The findings of the study show parallel

results with the related literature and reveal that female teachers display

autocratic classroom behavior more often than male teachers (Kutlu, 2006;

Okut, 2011; Sadık and Sadık, 2014; Sadık and Türkoğlu, 2015; Yıldırım, 2012).

Traditional and social roles, social expectations, as well as barriers in the

professional and social life might be the reason for female teachers to show a

more dominant behavior.

The results of the study illustrate that teachers with 6-10 years of experience

exhibit democratic behavior while unmarried and male teachers with 11-15

years of experience show more laissez-faire behavior. Novice teachers’

alleviated display of democratic behavior, compared with the other participants,

might originate from their lack of professional experience and their

inexperience in communicating with their students. Related studies reveal that

novice teachers, who encounter misbehavior in classroom management,

increasingly focus on controlling the classroom (Alkan, 2007; Akın, 2006;

Çubukçu and Girmen, 2008; İlgar, 2007; Yıldırım, 2012). The fact that male and

single teachers with 11-15 years of experience show laissez-faire behavior more

often might originate from a burnout syndrome. Research shows that more

experienced teachers become more hard-hearted and a relation between the

marital status and burnout syndrome is supporting this view (Başol and

Mehmet, 2009; Cemaloğlu and Dilek, 2007; Girgin, 1995; Gündüz, 2006; Tuğrul

and Çelik, 2002; Torun, 1995; Tümkaya, 1996).

According to the findings of the study, teachers teaching in the 2nd grade

show democratic behavior more often than 1st and 4th grade teachers. This

might be caused by the differences in child development and the multiple-

choice test-based central exams employed to advance to higher level of

education in Turkey. It is very difficult for 1st grade students (6-7 years old) to

sit down at a specified seat during the lesson, to ask for permission to talk, to

focus on the activities and to move together (Geçtan, 1982). This might be an

explanation for 1st grade teachers to set stricter classroom rules, applying the

rules rigorously, and employing rewards and punishments to manage the

behavior more often. The central exams in our country force the teachers and

the parents to think exam-result-oriented and they charge all responsibility to

cover the exam topics on the teachers’ shoulders (Baran and Taner, 2014; Şirin,

2000). Therefore, 4th grade teachers might try to avoid troubles in the

education with their autocratic behavior but transfer information in full to

encourage academic success.



In this study, the teachers’ views about classroom management behavior

were investigated and the teachers were found to mostly show democratic

behavior, sometimes exhibit autocratic behaviors and rarely display laissez-

faire behavior. The teachers’ behavior and views have been compared through

observing their classrooms. At the end of this study, it was detected that

receiving classroom management training or not did not make a significant

difference in the teachers’ behavior. In subsequent studies, the content of the

courses and trainings in their educational background and in-service classroom

management trainings and their benefits could be investigated.

ACKNOWLEDGMENT

This research was supported by Cukurova University Department of Scientific

Research Project (Project Number: 5547).

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— This article does not have any appendix. —

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