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Self- Efficacy and its relation with the Types of Classroom Discipline for the Students Teachers A field study on a sample of Students teachers from the faculty of Education / Classroom Teacher/ in Tartous university

فعالية الذات و علاقتها بأنماط الضبط الصفي لدى الطلبة المعلمين دراسة ميدانية على عينة من طلبة السنة الرابعة في كلية التربية في جامعة طرطوس

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 Publication date 2016
and research's language is العربية
 Created by Shamra Editor




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The research aimed to identify the level of self-efficacy and types of classroom discipline and the relationship between them for the students teachers in the College of Education at Tartous University. Using the descriptive method to validate the research hypotheses, the sampling consisted of (76) male and female students of the Faculty of Education for the year 2015/2016, a questionnaire of Self-efficacy (Slimon, 2004) was used and along with a questionnaire of the types of classroom discipline(Alharahsheh and alkhawaldeh, 2009) after verifying the validity and reliability, and a statistical program for educational and psychological (spss) was used. The research found the following results: the students teachers had a high level of self-efficacy, as the value of mean reached (3.882) with a standard deviation of (0.541) The classroom discipline types had the following order: The indicative type at first (3.850), then the reprimand type(3.276) and the punitive type came at least (2.910). There is also an extrusive positive correlation between the level of self-efficacy and types of classroom discipline. The Self-efficacy was affected by variable of sex but wasn't affected by variable of secondary certificate. And the type of classroom discipline wasn’t affected by variables: sex, and secondary certificate. The researcher concludes a number of suggestions like: training students teachers on the positive classroom discipline skills, and raise their level of self-efficacy, conducting more studies about the subject.


Artificial intelligence review:
Research summary
هدفت هذه الدراسة إلى التعرف على مستوى فعالية الذات وأنماط الضبط الصفي والعلاقة بينهما لدى الطلبة المعلمين في كلية التربية بجامعة طرطوس. استخدمت الباحثات المنهج الوصفي للتحقق من صحة فرضيات البحث، واعتمدت عينة البحث على 76 طالبًا وطالبة من كلية التربية للعام الدراسي 2015/2016. تم استخدام استبانة فعالية الذات واستبانة أنماط الضبط الصفي، وتم تحليل البيانات باستخدام برنامج SPSS. أظهرت النتائج أن الطلبة المعلمين لديهم مستوى مرتفع من فعالية الذات، حيث بلغ المتوسط الحسابي 3.882 بانحراف معياري 0.541. جاءت أنماط الضبط الصفي بالترتيب التالي: النمط الإرشادي أولاً بمتوسط حسابي 3.850، يليه النمط التوبيخي 3.276، وأخيرًا النمط العقابي بمتوسط حسابي 2.910. كما أظهرت النتائج وجود ارتباط طردي موجب بين مستوى فعالية الذات وأنماط الضبط الصفي بمتغير الجنس، ولكنه لا يتأثر بمتغير الشهادة الثانوية. وأوصت الباحثات بضرورة تدريب الطلبة المعلمين على مهارات ضبط الصف الإيجابية ورفع مستوى فعاليتهم الذاتية، وإجراء المزيد من الدراسات حول هذا الموضوع.
Critical review
دراسة نقدية: تعتبر هذه الدراسة مهمة في مجال التربية والتعليم، حيث تسلط الضوء على العلاقة بين فعالية الذات وأنماط الضبط الصفي لدى الطلبة المعلمين. ومع ذلك، يمكن توجيه بعض الملاحظات النقدية لتحسين الدراسة. أولاً، حجم العينة صغير نسبياً (76 طالبًا وطالبة) مما قد يؤثر على تعميم النتائج. ثانياً، الدراسة اعتمدت على استبانة فقط لجمع البيانات، وكان من الممكن استخدام أدوات بحثية أخرى مثل المقابلات أو الملاحظات المباشرة للحصول على صورة أكثر شمولية. ثالثاً، لم تتناول الدراسة تأثير العوامل البيئية والاجتماعية الأخرى التي قد تؤثر على فعالية الذات وأنماط الضبط الصفي. على الرغم من هذه الملاحظات، فإن الدراسة تقدم إسهاماً مهماً في فهم العلاقة بين فعالية الذات وأنماط الضبط الصفي لدى الطلبة المعلمين وتوفر قاعدة جيدة لمزيد من الأبحاث المستقبلية في هذا المجال.
Questions related to the research
  1. ما هو الهدف الرئيسي من الدراسة؟

    الهدف الرئيسي من الدراسة هو التعرف على مستوى فعالية الذات وأنماط الضبط الصفي والعلاقة بينهما لدى الطلبة المعلمين في كلية التربية بجامعة طرطوس.

  2. ما هي الأدوات المستخدمة لجمع البيانات في هذه الدراسة؟

    تم استخدام استبانة فعالية الذات واستبانة أنماط الضبط الصفي لجمع البيانات في هذه الدراسة.

  3. ما هي النتائج الرئيسية التي توصلت إليها الدراسة؟

    توصلت الدراسة إلى أن الطلبة المعلمين لديهم مستوى مرتفع من فعالية الذات، وأن النمط الإرشادي هو الأكثر استخداماً في ضبط الصف، كما أظهرت وجود ارتباط طردي موجب بين مستوى فعالية الذات وأنماط الضبط الصفي بمتغير الجنس.

  4. ما هي التوصيات التي قدمتها الباحثات بناءً على نتائج الدراسة؟

    أوصت الباحثات بضرورة تدريب الطلبة المعلمين على مهارات ضبط الصف الإيجابية ورفع مستوى فعاليتهم الذاتية، وإجراء المزيد من الدراسات حول هذا الموضوع.


References used
GAUDREAU, N, ROYER, E & FRENETTE, E. Classroom Behavior Management: the effects of In-Service on elementary teachers' Self-Efficacy Beliefs, McGill Journal of education, 48(2) , 2013, 359-282
GIALLO, R & LITTLE, E. Classroom Behavior problems: the relationship between preparedness, classroom Experiences, and self-Efficacy in Graduate and student Teachers, Austrian journal of Educational &development psychology, v3, 2003, 21-34
KYLE, P & ROGIEN, L .Classroom management: Supportive strategies, National Association of School psychologists, East West Highway, 2004
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