Determination of the factors affecting teachers’ perceptions of classroom management competence in technology assisted courses

ABSTRACT

This study aims at examining the factors affecting teachers’ perceptions of classroom management competence in technology-assisted courses. A total of 365 in-service teachers who work in different cities in Turkey participated voluntarily. Hierarchical regression analysis was utilised for data analysis. According to the results, it was determined that there is a meaningful relationship between the variables related to school and classroom in the technology-assisted courses, the belief in the efficiency of technology use in the course, classroom management profiles and the teachers’ perceptions of classroom management competence. The model with the most explanation for teachers’ perceptions of classroom management competence in technology-assisted courses was model 4, which involved belief in the effectiveness of technology use in lessons. The most important predictor variable on classroom management in technology-assisted courses is negative beliefs about technology use.

KEYWORDS:

• Classroom management
• classroom management in technology-assisted courses
• classroom management profile
• occupational variables

Acknowledgments

This study is derived from the Master’s thesis that the first author conducted under the supervision of the second author.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Zuhal Özgün

Zuhal Özgün is a field expert with a Master’s degree in instructional technologies. Her research interests include educational technology and in-service teacher education.

Mustafa Saritepeci

Mustafa Saritepeci is Associate Professor of Computer Education and Instructional Technologies in the Ereğli Faculty of Education, Necmettin Erbakan University, Turkey. His research interests include educational technology, technology-based behavioural addictions, ICT usage in teacher education, computational thinking and design-based learning.