PATIENCE AS A PREDICTOR OF TEACHERS' CLASSROOM MANAGEMENT SKILLS

Abstract

This study aims to examine the relationship between teachers’ patience levels and their classroom management skills. The study was conducted by using a relational survey model with quantitative method. The study group was selected randomly and consisted of 355 teachers working in public schools in Ordu province. Teacher Patience Scale and Classroom Management Skills Scale were used as data collection tools. As a result of the study, patience level of teachers was “very high” in both general patience and teaching dimensions. In addition, teachers’ patience was “high” in the interaction dimension. Similarly, teachers reported “very high” level classroom management skills in both general and all sub-dimensions. Moreover, it was found that the sub-dimensions of patience were moderately and significantly related to the general classroom management skills, explaining approximately 46% of the total variance in classroom management skills. Similarly, it was determined that the sub-dimensions of patience were also moderately and significantly related to all sub-dimensions of classroom management skills. The study concluded that as teachers’ patience levels increased, their classroom management skills also improved.