Effects of Classroom Management Profiles of Pre-School Teachers on Social Skills and Problem Behaviors of Children

This research was conducted to determine the classroom management profile of preschool teachers and to examine the influence of teachers' classroom management profiles on children's social skills and problem behaviors. The research was carried out in 2015-2016 educational year with teachers working inkindergartens affiliated to Provincial Directorate of National Education in Gaziantep province center and children in their classes. The study group consists of 485 children and 45 teachers who participated the study voluntarily and were chosen from 15 preschools by simple random sampling method. "General Information Form" was prepared to determine the demographic characteristics of teachers and children. The data related to the classroom management profiles of the teachers were collected by "Classroom Management Profile Inventory" developed by Kris (1996a) and adapted to Turkish by Ekici (2004). The data related to the social skills and problem behaviors of children were collected by ‘’Pre-school and Early Childhood Behavior Scale’’ developed by Merril (1994) and adapted to Turkish by Özbey and Alisinanoğlu (2009). According to the findings, it has been determined that the problem behaviors increase as the social skills scores of the children increase. While the relationship between the age of the teachers and the Unrestricted and Indifferent Classroom Management Profiles was found to be significant, it was seen that there was no ethics on the classroom management of the learning situation. There was no significant relationship between the gender of the children participating in the study, the pre-school education status of the children, the social skills and problem behaviors of the children, and the class management profiles of the teachers.

Anahtar Kelimeler: Classroom management, pre-school teachers, social skills, problem behaviors, children

This research was conducted to determine the classroom management profile of preschool teachers and to examine the influence of teachers' classroom management profiles on children's social skills and problem behaviors. The research was carried out in 2015-2016 educational year with teachers working inkindergartens affiliated to Provincial Directorate of National Education in Gaziantep province center and children in their classes. The study group consists of 485 children and 45 teachers who participated the study voluntarily and were chosen from 15 preschools by simple random sampling method. "General Information Form" was prepared to determine the demographic characteristics of teachers and children. The data related to the classroom management profiles of the teachers were collected by "Classroom Management Profile Inventory" developed by Kris (1996a) and adapted to Turkish by Ekici (2004). The data related to the social skills and problem behaviors of children were collected by ‘’Pre-school and Early Childhood Behavior Scale’’ developed by Merril (1994) and adapted to Turkish by Özbey and Alisinanoğlu (2009). According to the findings, it has been determined that the problem behaviors increase as the social skills scores of the children increase. While the relationship between the age of the teachers and the Unrestricted and Indifferent Classroom Management Profiles was found to be significant, it was seen that there was no ethics on the classroom management of the learning situation. There was no significant relationship between the gender of the children participating in the study, the pre-school education status of the children, the social skills and problem behaviors of the children, and the class management profiles of the teachers.

Keywords: Classroom management, pre-school teachers, social skills, problem behaviors, children