Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management
Classroom management is an indispensable element in creating an effective learning environment. In a classroom with poor management, students cannot engage in the learning process and may experience anxiety. Consequently, equipping teachers with effective classroom management skills is among the res...
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| Format: | Article |
| Language: | English |
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Kafkas University
2023-08-01
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| Series: | e-Kafkas Eğitim Araştırmaları Dergisi |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/tr/download/article-file/3314713 |
| _version_ | 1797693032690089984 |
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| author | Özgür Bolat |
| author_facet | Özgür Bolat |
| author_sort | Özgür Bolat |
| collection | DOAJ |
| description | Classroom management is an indispensable element in creating an effective learning environment. In a classroom with poor management, students cannot engage in the learning process and may experience anxiety. Consequently, equipping teachers with effective classroom management skills is among the responsibilities of school leaders. However, prior to offering professional development programmes, school leaders should first teachers’ use of rewards and praise as part of their classroom management tools. According to the Self-Determination Theory, although rewards and praise are effective in establishing discipline, they may not significantly enhance development or motivation. Therefore, it is imperative to measure how much rewards and praise teachers employ in their classrooms in a valid and reliable manner. To the best of our knowledge, no scale currently exists in the literature that measures this aspect. This research will be the first study to measure teachers' reward and praise behaviors. The research is conducted as a quantitative study using a descriptive survey model. In the initial round, a 25-item pilot form was administered to 465 teachers. The results of Exploratory Factor Analysis revealed a 13-item, 2-factor structure, explaining 76% of the total variance, named as "teacher praise behaviors" and "teacher reward behaviors," respectively. The reliability levels of the factor scores were found to be .87 and .92. In the second round, data were collected from 271 teachers using the 13-item form. Confirmatory Factor Analysis confirmed the 2-factor structure. To test concurrent validity, two scales were administered, and their relationships were presented as evidence of concurrent validity. In conclusion, the Teacher Reward and Praise Scale has been presented as a valid and reliable instrument for measuring teachers' behaviors in classroom management, available for researchers and practitioners' use. |
| first_indexed | 2024-03-12T02:37:41Z |
| format | Article |
| id | doaj.art-c6fb8ca88a3144af8e0c6b5c627ef9ba |
| institution | Directory Open Access Journal |
| issn | 2148-8940 |
| language | English |
| last_indexed | 2024-03-12T02:37:41Z |
| publishDate | 2023-08-01 |
| publisher | Kafkas University |
| record_format | Article |
| series | e-Kafkas Eğitim Araştırmaları Dergisi |
| spelling | doaj.art-c6fb8ca88a3144af8e0c6b5c627ef9ba2023-09-04T14:23:51ZengKafkas Universitye-Kafkas Eğitim Araştırmaları Dergisi2148-89402023-08-0110228529910.30900/kafkasegt.1339265148Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom ManagementÖzgür Bolat0FINAL INTERNATIONAL UNIVERSITYClassroom management is an indispensable element in creating an effective learning environment. In a classroom with poor management, students cannot engage in the learning process and may experience anxiety. Consequently, equipping teachers with effective classroom management skills is among the responsibilities of school leaders. However, prior to offering professional development programmes, school leaders should first teachers’ use of rewards and praise as part of their classroom management tools. According to the Self-Determination Theory, although rewards and praise are effective in establishing discipline, they may not significantly enhance development or motivation. Therefore, it is imperative to measure how much rewards and praise teachers employ in their classrooms in a valid and reliable manner. To the best of our knowledge, no scale currently exists in the literature that measures this aspect. This research will be the first study to measure teachers' reward and praise behaviors. The research is conducted as a quantitative study using a descriptive survey model. In the initial round, a 25-item pilot form was administered to 465 teachers. The results of Exploratory Factor Analysis revealed a 13-item, 2-factor structure, explaining 76% of the total variance, named as "teacher praise behaviors" and "teacher reward behaviors," respectively. The reliability levels of the factor scores were found to be .87 and .92. In the second round, data were collected from 271 teachers using the 13-item form. Confirmatory Factor Analysis confirmed the 2-factor structure. To test concurrent validity, two scales were administered, and their relationships were presented as evidence of concurrent validity. In conclusion, the Teacher Reward and Praise Scale has been presented as a valid and reliable instrument for measuring teachers' behaviors in classroom management, available for researchers and practitioners' use.https://dergipark.org.tr/tr/download/article-file/3314713classroom managementrewardpraiseeducational leadershipscale development.sınıf yönetimiödülövgüeğitim liderliğiölçek geliştirme. |
| spellingShingle | Özgür Bolat Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management e-Kafkas Eğitim Araştırmaları Dergisi classroom management reward praise educational leadership scale development. sınıf yönetimi ödül övgü eğitim liderliği ölçek geliştirme. |
| title | Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management |
| title_full | Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management |
| title_fullStr | Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management |
| title_full_unstemmed | Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management |
| title_short | Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management |
| title_sort | developing a scale to measure teacher reward and praise behaviors for classroom management |
| topic | classroom management reward praise educational leadership scale development. sınıf yönetimi ödül övgü eğitim liderliği ölçek geliştirme. |
| url | https://dergipark.org.tr/tr/download/article-file/3314713 |
| work_keys_str_mv | AT ozgurbolat developingascaletomeasureteacherrewardandpraisebehaviorsforclassroommanagement |