Relationship between teachers's characteristics and their attiudes toward control in clasroom management

Cilj ovog istraživanja bio je ispitati stavove o kontroli pri upravljanju razredom kod nastavnika te utvrditi odnose dimenzija upravljanja razredom s nekim karakteristikama učitelja i nastavnika. Uzorak se sastojao od 554 učitelja razredne i predmetne nastave u OŠ i nastavnika u SŠ, a podaci su prikupljeni putem online upitnika. Za mjerenje stavova o kontroli na dvjema dimenzijama upravljanja razredom korišten je Upitnik upravljanja razredom (ABCC-R), a za mjerenje stavova prema dječjim pravima korišten je Upitnik o dječjim pravima. Prikupljeni su i sociodemografski podaci sudionika. Rezultati su pokazali da nastavnici pokazuju više kontrolirajuće stavove pri upravljanju nastavom nego pri upravljanju ljudima. Učitelji predmetne nastave u OŠ pokazali su više kontrolirajuće stavove pri upravljanju nastavom od nastavnika u srednjim školama, te više kontrolirajuće stavove pri upravljanju ljudima od učitelja razredne nastave. Rezultati su pokazali da muški nastavnici, kraćeg nastavničkog staža, na poziciji predmetnog nastavnika u OŠ, koji više podržavaju prava djece na zaštitu te manje podržavaju prava djece na samoodređenje pokazuju višu razinu kontrole pri upravljanju nastavom. Nastavnici kraćeg nastavničkog staža, koji manje podržavaju prava djece na zaštitu i na samoodređenje pokazuju višu razinu kontrole pri upravljanju ljudima.The aim of this study was to examine teachers’ attitudes toward control in classroom management and to assess the relationship between classroom management dimensions and certain teachers’ characteristics. The sample consisted of 554 elementary and high school teachers and the data was collected through an online questionnaire. To measure teachers’ attitudes toward control on the dimensions of classroom management, we translated and used ABCC-R Inventory and to measure attitudes toward children's rights, we used Children's Rights Attitude Scale. Participants’ sociodemographic data was also collected. The results showed that teachers showed more controlling attitudes in instructional management than people management. It was found that elementary school subject teachers showed more controlling attitudes in instructional management than high school teachers and more controlling attitudes in people management than class teachers. The results show that male teachers, with less teaching experience, employed as elementary school subject teachers, who show greater support for children’s nurturance rights and less support for children’s self-determination rights show more controlling attitudes in instructional management. Less experienced teachers, who show less support for both children’s nurturance and self-determination rights, show more controlling attitudes in people management