Investigation of early childhood pre-service teachers? and in-servi̇ce teachers beliefs and attitudes toward classroom management

The aim of this study is to determine early childhood pre-service teachers? and in-service teachers? beliefs and attitudes toward classroom management. The sample of this study consisted of 164 early childhood teachers who serviced at independent pre-schools in the central district of Adana (Çukurova, Sarıçam, Seyhan and Yüreğir) and 141 pre-service teachers who studied at the department of early childhood education in Faculty of Education in Çukurova University. Attitudes and Beliefs on Classroom Con-trol (ABCC), developed by Martin, Yin and Baldwin (1998), adopted by Savran (2002) to Turkish was used for investigation 10 early childhood in-service teachers and 10 pre-service teachers from the sample participated in the interview voluntarily and the data obtained from them were analyzed. The qualitative data were collected with semi-structured interview form developed by the researcher. The data obtained from instrument were analyzed by using SPSS package pro-gram. The differences between the means related to the independent variables of pre- and in-service teachers were determined by using independent sample t-test and one way variance analysis (ANOVA). Obtained qualitative data were analyzed by using content analysis. The results of the study showed that both early childhood pre-service and in-service teachers have interventionist beliefs and attitudes toward instructional manage-ment and human management dimensions. It was seen at the result of the interview that pre- and in-service early childhood teachers have interventionist beliefs and attitudes toward classroom management. Keywords: Classroom Management, Teachers and students in early chilhood education