The investigation of primary and secondary teachers’ in-class approach in terms of teaching styles and comparing it with their classroom management approach

Abstract

When the teacher performs a versatile teaching or usesappropriate teaching styles, this will make teaching more enjoyable andthe teacher will feel valued and satisfied with their profession. A plentyof studies demonstrated that creating a set of rules and thus limitingteachers are opposed to today’s constructivist approach. This paperaims to identify teachers’ viewpoints regarding their teaching style andto find out whether they use student-centered or teacher-centeredapproach and how teachers’ classroom management approachesdifferentiate in terms of various variables. The study was designed as aquantitative study and the general survey model was used. Initially, thestudy population was defined. Disproportional cluster sampling wasemployed to identify the population, in other words, the number ofteachers. Disproportionate stratified sampling was used to select equalnumber 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 attitudesand approaches towards classroom management, respectively. Thefindings revealed that student-centered and teacher-centeredapproaches were adopted in different dimensions in terms of bothteaching styles and classroom management approaches. In conclusion,teaching style defines how each individuals learn. This partiallyexplains why some teachers are traditional teachers and others(contemporary teachers)do not adopt a traditional approach. Although itis hard to change an individual’s deeply rooted teaching habits,teaching habits can be extended to meet various teaching styles.