The Effects of Teachers' Classroom Management Attitudes on Students' Development: A Phenomenological Analysis

Abstract

In this study it was aimed to reveal the effects of teachers' classroom management attitudes on students' academic, social and emotional development. The study was conducted in phenomenological design which is one of the qualitative research methods. The study group consists of 20 pedagogical formation students in 20152016 academic year in Ordu University Faculty of Education. The study group were determined by using typical case sampling method which is one of the purposive sampling methods. The findings reveal that teachers' classroom management attitudes both have negative and positive effects on students' academic, social and emotional development. Teachers' positive classroom management attitudes and behaviours contribute students' problem solving capability, lead to enthusiasm on teaching and sense of obligation, contribute students' academic and social development, enhance students' learning tenacity and self-confidence. Teachers' negative classroom management attitudes and behaviours have negative effects on students such as being disheartened to school and courses, prejudiced to the teachers and lessons, as well as learning inability, fear, anxiety and lack of confidence. Teachers' negative attitudes and behaviours in classroom, nourish the feelings of students such as prejudice against the teaching profession, misfortune, remorse, hatred, sadness, insufficiency, anger and resentment. Teachers' positive attitudes and behaviours keep alive a sense of taking teachers as the role model, and cause the feelings such as fairness, gratitude, happiness/excitement, motivation, humanity, love and respect, self-confidence and positive personality development.