Research Article
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Communication Skills and Classroom Management: The Mediating Role of Problem Solving Skills

Year 2020, Volume: 9 Issue: 1, 125 - 137, 30.04.2020

Ceyhun Kavrayıcı

Abstract

This descriptive, cross-sectional study aims to examine the mediator role of problem-solving skills in the relationship between communication skills and classroom management. The par- ticipants were 431 randomly-sampled pre-service teachers who were studying at a univer- sity in the central Anatolia region of Turkey. The study data were collected via a classroom management scale, a communication skills scale), and a problem-solving inventory. Results revealed positive and signi cant relationships among problem-solving, communication skills and classroom management competency. Additionally, the relationship between communi- cation skills and classroom management competency was mediated fully by the problem- solving skills of pre-service teachers.

Keywords

Classroom management communication skills teacher education pre-service teachers problem solving

References

  • Aküzüm, C, Özdemir Gültekin, S . (2017). Sınıf öğretmenlerinin iletişim becerileri ile sınıf yönetimi becerileri arasındaki ilişkinin incelenmesi. Electronic Journal of Education Sciences, 6 (12), 88-107.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
  • Battistich, V., Solomon, D.,Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist,32(3), 137-151.
  • Bear, G. G. (1998). School discipline in the United States: Preventing, correcting, and long-term social development. School Psychology Review, 27(1), 14–32.
  • Behjoo, M., B. (2013). The relationshıp among self-efficacy, academıc self-efficacy, problem solving skills and foreign language achievement, Unpublished Master‘s Thesis. Ankara: Hacettepe University. Graduate School of Social Sciences.
  • Bordens, K. S.., & Abbott, B. B. (2018). Research and design methods: A process approach. New York, NY: McGraw-Hill
  • Chen, G. M., & Starosta, W. J. (1996). Intercultural communication competence: A synthesis. In B. R. Burleson (Ed.), Communication yearbook 19 (pp. 353–383). Thousand Oaks, CA: Sage.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed). New York: Rutledge.
  • Demirel, Ö., (2004). Öğretme Sanatı. Ankara: Pegem Yayıncılık
  • Duţă, N. (2015). From theory to practice: the barriers to efficient communication in teacher-student relationship. Procedia-Social and Behavioral Sciences, 187, 625-630.
  • Emmer, E. T., & Aussiker, A. (1990). School and classroom discipline programs: How well do they work. In O. C. Moles (Ed.), Student discipline strategies: research and practice (pp. 129–166). Albany: State University of New York Press.
  • Ertürkler, A. (2009). Müzikle gevşeme teknikleri kullanılarak verilen problem çözme eğitiminin öğretmenlerin sınıf yönetim becerilerine etkisi. İstanbul: Maltepe Üniversitesi. Sosyal Bilimler Enstitüsü.
  • Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In Evertson, C. M., & Weinstein, C. S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. Routledge, NY.
  • Ferreira, M. M., & Trudel, A. R. (2012). The impact of problem-based learning (PBL) on student attitudes toward science, problem-solving skills, and sense of community in the classroom. Journal of classroom interaction, 23-30
  • Fraenkel, J. R., Wallen. N. E., and Hyun, H. H. (2012). How to design and evaluate research in education (8th edition). New York: McGraw-Hill.
  • Funke, J. (2010). Complex problem solving: A case for complex cognition. Cognitive processing, 11(2), 133-142.
  • Gay, G. (2006). Connections Between Classroom Management and Culturally Responsive Teaching In Evertson, C. M., & Weinstein, C. S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. Routledge, NY.
  • Ginott, H. (1971). Teacher and the child. New York: Macmillan.
  • Glasser, W. (1992). The quality school: Managing students without coercion. New York: Harper Perennial.
  • Gordon, T. (1974). T.E.T.: Teacher effectiveness training. New York: David McKay.
  • Goökyer, N., & Özer, F. (2014). Aday öğretmenlerin sınıf yönetimi yeterliliklerine ilişkin algıları. Electronic Turkish Studies, 9(2).
  • Gülbahar, B., & Sıvacı, S. Y. (2018). Öğretmen adaylarının iletişim becerileri ile sınıf yönetimi yeterlik algıları arasındaki ilişkinin incelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 268-301.
  • Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Publications.
  • Heppner, P.P., & Lee, D. (2002). Problem solving appraisal and psychological adjustment. In C.R. Snyder, & S.J. Lopez (Eds.),Handbook of Positive Psychology, (pp.288-298). New York: Oxford University Press
  • Heppner, P. P. & Petersen, C. H. (1982). The development and implications of a personal problem solving inventory. Journal of Counseling Psychology, 29 (1), 66-75.
  • Heppner, P. P., Pretorius, T. B., Wei, M., Lee, D. G., & Wang, Y. W. (2002). Examining the generalizability of problem-solving appraisal in Black South Africans. Journal of Counseling Psychology, 49(4), 484.
  • Hurt, H. T., Scott, M. D., & McCroskey, J. C. (1978). Communication in the classroom. Reading, MA: Addison-Wesley
  • Hunt, S. K., Simonds, C. J., & Cooper, P. J. (2002). Communication and teacher education: Exploring a communication course for all teachers. Communication Education, 51, 8194.
  • Ihmeideh, F. M., Al-Omari, A. A., & Al-Dababneh, K. A. (2010). Attitudes toward communication skills among students’-teachers’ in Jordanian public universities. Australian Journal of Teacher Education, 35(4), 1-11.
  • Jonassen, D.H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4): 63-85.
  • Jones, V. F., & Jones, L. S. (2004). Comprehensive classroom management: Creating communities of support and solving problems (7th ed.). Boston: Allyn & Bacon.
  • Kagan, D. M. (1988). Teaching as clinical problem solving: A critical examination of the analogy and its implications. Review of Educational Research, 58(4), 482-505.
  • Kesicioğlu, O. S., & Güven, G. (2014). Okul öncesi öğretmen adaylarının özyeterlik düzeyleri ile problem çözme, empati ve iletişim becerileri arasındaki ilişkinin incelenmesi ̧ [Investigation of the correlation between preservice early childhood teachers’ self-efficacy levels and problem solving, empathy and communication skills]. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(5), 1371-1383
  • Korkut, F. (2002). Lise öğrencilerinin problem çözme becerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22: 177-184
  • Korkut-Owen, F., & Bugay, A. (2014). İletişim Becerileri Ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 51-64.
  • Nelsen, J., Lott, L., Glenn, S. (2000). Sınıfta Pozitif Disiplin. İstanbul: Hayat Yayıncılık.
  • Norris, J. A. (2003). Looking at classroom management through a social and emotional learning lens. Theory into practice, 42(4), 313-318.
  • O'Hair, M. J., & Wright, R. (1990). Application of Communication Strategies in Alleviating Teacher Stress. In: D. O'Hair & G. L. Kreps (eds). Applied Communication Theory and Reserach, Hillsdalw, NJ: Erlbaum, 141-162
  • Payne, N. (2001). Occupational stressors and coping as determinants of burnout in female hospice nurses. Journal of Advanced Nursing, 33(3), 396-405.
  • Piji-Küçük, D. (2012). Müzik öğretmenliği anabilim dalı öğrencilerinin iletişim ve problem çözme becerileri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 32(1).
  • Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717–731.
  • Redl, F., & Wattenberg, W. (1959). Mental hygiene in teaching (Rev. ed.). New York: Harcourt, Brace, & World.
  • Reeve, J. (2006). Extrinsic rewards and inner motivation. In Evertson, C. M., & Weinstein, C. S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. Routledge, NY.
  • Sadowski, C., & Kelley, M. L. (1993). Social problem-solving in suicidal adolescents. Journal of Consulting & Clinical Psychology, 61, 121–127.
  • Sieberer-Nagler, K. (2016). Effective Classroom-Management & Positive Teaching. English Language Teaching, 9(1), 163-172.
  • Sigel, I. S. (1990). What teachers need to know about human development. In D. D. Dill (Ed.), What teachers need to know. The knowledge, skills, and values essential to good teaching (pp. 76–93). San Francisco: Jossey-Bass.
  • Şahin, N., Şahin, N., & Heppner, P. P. (1993). Psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 17, 379-396.
  • Tok, T. N., Tok, Ş., & Dolapçıoğlu, S. D. (2014). The perception levels of the novice teachers’ problem-solving skills. Procedia-Social and Behavioral Sciences, 116, 415-420.
  • Yılmaz, N., & Altunbaş, S. (2012). Öğretmen adaylarının iletişim becerileri ile sınıf yönetimi becerilerinin incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 183-196.
  • Zembat, R., Tunçeli, H. İ., & Akşin Yavuz, E. (2017). Okul öncesi öğretmenlerinin sınıf yönetimi becerileri ile problem çözme becerileri arasındaki ilişkinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 24-43.

Year 2020, Volume: 9 Issue: 1, 125 - 137, 30.04.2020

Ceyhun Kavrayıcı

Abstract

References

  • Aküzüm, C, Özdemir Gültekin, S . (2017). Sınıf öğretmenlerinin iletişim becerileri ile sınıf yönetimi becerileri arasındaki ilişkinin incelenmesi. Electronic Journal of Education Sciences, 6 (12), 88-107.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
  • Battistich, V., Solomon, D.,Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist,32(3), 137-151.
  • Bear, G. G. (1998). School discipline in the United States: Preventing, correcting, and long-term social development. School Psychology Review, 27(1), 14–32.
  • Behjoo, M., B. (2013). The relationshıp among self-efficacy, academıc self-efficacy, problem solving skills and foreign language achievement, Unpublished Master‘s Thesis. Ankara: Hacettepe University. Graduate School of Social Sciences.
  • Bordens, K. S.., & Abbott, B. B. (2018). Research and design methods: A process approach. New York, NY: McGraw-Hill
  • Chen, G. M., & Starosta, W. J. (1996). Intercultural communication competence: A synthesis. In B. R. Burleson (Ed.), Communication yearbook 19 (pp. 353–383). Thousand Oaks, CA: Sage.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed). New York: Rutledge.
  • Demirel, Ö., (2004). Öğretme Sanatı. Ankara: Pegem Yayıncılık
  • Duţă, N. (2015). From theory to practice: the barriers to efficient communication in teacher-student relationship. Procedia-Social and Behavioral Sciences, 187, 625-630.
  • Emmer, E. T., & Aussiker, A. (1990). School and classroom discipline programs: How well do they work. In O. C. Moles (Ed.), Student discipline strategies: research and practice (pp. 129–166). Albany: State University of New York Press.
  • Ertürkler, A. (2009). Müzikle gevşeme teknikleri kullanılarak verilen problem çözme eğitiminin öğretmenlerin sınıf yönetim becerilerine etkisi. İstanbul: Maltepe Üniversitesi. Sosyal Bilimler Enstitüsü.
  • Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In Evertson, C. M., & Weinstein, C. S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. Routledge, NY.
  • Ferreira, M. M., & Trudel, A. R. (2012). The impact of problem-based learning (PBL) on student attitudes toward science, problem-solving skills, and sense of community in the classroom. Journal of classroom interaction, 23-30
  • Fraenkel, J. R., Wallen. N. E., and Hyun, H. H. (2012). How to design and evaluate research in education (8th edition). New York: McGraw-Hill.
  • Funke, J. (2010). Complex problem solving: A case for complex cognition. Cognitive processing, 11(2), 133-142.
  • Gay, G. (2006). Connections Between Classroom Management and Culturally Responsive Teaching In Evertson, C. M., & Weinstein, C. S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. Routledge, NY.
  • Ginott, H. (1971). Teacher and the child. New York: Macmillan.
  • Glasser, W. (1992). The quality school: Managing students without coercion. New York: Harper Perennial.
  • Gordon, T. (1974). T.E.T.: Teacher effectiveness training. New York: David McKay.
  • Goökyer, N., & Özer, F. (2014). Aday öğretmenlerin sınıf yönetimi yeterliliklerine ilişkin algıları. Electronic Turkish Studies, 9(2).
  • Gülbahar, B., & Sıvacı, S. Y. (2018). Öğretmen adaylarının iletişim becerileri ile sınıf yönetimi yeterlik algıları arasındaki ilişkinin incelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 268-301.
  • Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Publications.
  • Heppner, P.P., & Lee, D. (2002). Problem solving appraisal and psychological adjustment. In C.R. Snyder, & S.J. Lopez (Eds.),Handbook of Positive Psychology, (pp.288-298). New York: Oxford University Press
  • Heppner, P. P. & Petersen, C. H. (1982). The development and implications of a personal problem solving inventory. Journal of Counseling Psychology, 29 (1), 66-75.
  • Heppner, P. P., Pretorius, T. B., Wei, M., Lee, D. G., & Wang, Y. W. (2002). Examining the generalizability of problem-solving appraisal in Black South Africans. Journal of Counseling Psychology, 49(4), 484.
  • Hurt, H. T., Scott, M. D., & McCroskey, J. C. (1978). Communication in the classroom. Reading, MA: Addison-Wesley
  • Hunt, S. K., Simonds, C. J., & Cooper, P. J. (2002). Communication and teacher education: Exploring a communication course for all teachers. Communication Education, 51, 8194.
  • Ihmeideh, F. M., Al-Omari, A. A., & Al-Dababneh, K. A. (2010). Attitudes toward communication skills among students’-teachers’ in Jordanian public universities. Australian Journal of Teacher Education, 35(4), 1-11.
  • Jonassen, D.H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4): 63-85.
  • Jones, V. F., & Jones, L. S. (2004). Comprehensive classroom management: Creating communities of support and solving problems (7th ed.). Boston: Allyn & Bacon.
  • Kagan, D. M. (1988). Teaching as clinical problem solving: A critical examination of the analogy and its implications. Review of Educational Research, 58(4), 482-505.
  • Kesicioğlu, O. S., & Güven, G. (2014). Okul öncesi öğretmen adaylarının özyeterlik düzeyleri ile problem çözme, empati ve iletişim becerileri arasındaki ilişkinin incelenmesi ̧ [Investigation of the correlation between preservice early childhood teachers’ self-efficacy levels and problem solving, empathy and communication skills]. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(5), 1371-1383
  • Korkut, F. (2002). Lise öğrencilerinin problem çözme becerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22: 177-184
  • Korkut-Owen, F., & Bugay, A. (2014). İletişim Becerileri Ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 51-64.
  • Nelsen, J., Lott, L., Glenn, S. (2000). Sınıfta Pozitif Disiplin. İstanbul: Hayat Yayıncılık.
  • Norris, J. A. (2003). Looking at classroom management through a social and emotional learning lens. Theory into practice, 42(4), 313-318.
  • O'Hair, M. J., & Wright, R. (1990). Application of Communication Strategies in Alleviating Teacher Stress. In: D. O'Hair & G. L. Kreps (eds). Applied Communication Theory and Reserach, Hillsdalw, NJ: Erlbaum, 141-162
  • Payne, N. (2001). Occupational stressors and coping as determinants of burnout in female hospice nurses. Journal of Advanced Nursing, 33(3), 396-405.
  • Piji-Küçük, D. (2012). Müzik öğretmenliği anabilim dalı öğrencilerinin iletişim ve problem çözme becerileri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 32(1).
  • Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717–731.
  • Redl, F., & Wattenberg, W. (1959). Mental hygiene in teaching (Rev. ed.). New York: Harcourt, Brace, & World.
  • Reeve, J. (2006). Extrinsic rewards and inner motivation. In Evertson, C. M., & Weinstein, C. S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. Routledge, NY.
  • Sadowski, C., & Kelley, M. L. (1993). Social problem-solving in suicidal adolescents. Journal of Consulting & Clinical Psychology, 61, 121–127.
  • Sieberer-Nagler, K. (2016). Effective Classroom-Management & Positive Teaching. English Language Teaching, 9(1), 163-172.
  • Sigel, I. S. (1990). What teachers need to know about human development. In D. D. Dill (Ed.), What teachers need to know. The knowledge, skills, and values essential to good teaching (pp. 76–93). San Francisco: Jossey-Bass.
  • Şahin, N., Şahin, N., & Heppner, P. P. (1993). Psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 17, 379-396.
  • Tok, T. N., Tok, Ş., & Dolapçıoğlu, S. D. (2014). The perception levels of the novice teachers’ problem-solving skills. Procedia-Social and Behavioral Sciences, 116, 415-420.
  • Yılmaz, N., & Altunbaş, S. (2012). Öğretmen adaylarının iletişim becerileri ile sınıf yönetimi becerilerinin incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 183-196.
  • Zembat, R., Tunçeli, H. İ., & Akşin Yavuz, E. (2017). Okul öncesi öğretmenlerinin sınıf yönetimi becerileri ile problem çözme becerileri arasındaki ilişkinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 24-43.
There are 51 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Ceyhun Kavrayıcı 0000-0002-8878-6102

Publication Date April 30, 2020
Published in Issue Year 2020 Volume: 9 Issue: 1

Cite

APA Kavrayıcı, C. (2020). Communication Skills and Classroom Management: The Mediating Role of Problem Solving Skills. Journal of Teacher Education and Educators, 9(1), 125-137.