This paper aims to identify teachers’ viewpoints regarding their teaching style and to find out whether they use student-centered or teacher-centered approach and how teachers’ classroom management approaches differentiate in terms of various variables. The study was designed as a quantitative study and the general screening model was used. Initially, the study population was defined. Disproportional cluster sampling was employed to identify the population, in other words, the number of teachers. Disproportionate stratified sampling was used to select equal number of teachers from each cluster. “Grasha’s Teaching Style Scale” (1996) and “Classroom Management Scale” developed by Yasar (2008) was employed to identify teachers’ teaching styles and their attitudes and approaches towards classroom management, respectively. The findings revealed that student-centered and teacher-centered approaches were adopted in different dimensions in terms of both teaching styles and classroom management approaches.
This paper aims to identify teachers’ viewpoints regarding their teaching style and to find out whether they use student-centered or teacher-centered approach and how teachers’ classroom management approaches differentiate in terms of various variables. The study was designed as a quantitative study and the general screening model was used. Initially, the study population was defined. Disproportional cluster sampling was employed to identify the population, in other words, the number of teachers. Disproportionate stratified sampling was used to select equal number of teachers from each cluster. “Grasha’s Teaching Style Scale” (1996) and “Classroom Management Scale” developed by Yasar (2008) was employed to identify teachers’ teaching styles and their attitudes and approaches towards classroom management, respectively. The findings revealed that student-centered and teacher-centered approaches were adopted in different dimensions in terms of both teaching styles and classroom management approaches.
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