The Relationship between Normative-Humanistic Attitudes & Discipline Beliefs in a Turkish...

The Relationship betweenNormative-Humanistic

Attitudes & Discipline Beliefsin a Turkish Pre-School

Teachers’ Sample

TEACHER DEVELOPMENT, VOLUME 8, NUMBER 1, 2004

Map of Turkey

Survey here

Facts about Turkey

• Population: 66 million

• Ethnicity: Turkish 80%, Kurdish 20%

• Languages: Turkish, Kurdish, Arabic

• Religion: Muslim 99% (mostly Sunni), Christians & Jews 1%

• Literacy Rate: overall 82% (male 92%, female 72%)

• Est. 20 million below poverty rate

Facts about Turkey

Government

Turkey has been a Republic since 1923. Prior to 1923,the Ottoman Empire ruled the country for nearly

600 years, conquering many parts of northern Africa and southeastern Europe during that often violent period.

Ideology

• “A system of beliefs, ideas, values, attitudes and categories through which a person, a group, or a society perceives, comprehends and interprets the world”

The Authors

Normative characteristics

• Conforming to rules and accepted norms

• More homogeneous

• More extrinsically motivated

• More structured, punitive parenting style

Humanistic characteristics

• Less adherence to rules and conformity

• More heterogeneous

• More intrinsically motivated

• More child-centered parenting style

High Control Discipline

• Based on the philosophical belief that a child’s growth and development are the result of external conditions.

• Children are molded by environmental influences and are deemed to possess little innate potential.

• Little regard is given to children’s feelings, thoughts since adults are considered the best judges for what is appropriate.

Low Control Discipline

• Children are primarily responsible for controlling their own behavior and that they are capable of making their own decisions.

• Children are encouraged learn cooperation and to construct their own values.

• Children’s thoughts, feelings, and ideas are taken into consideration by adults.

Turkish School Children

Artwork by Turkish Students

The Authors’ Study

• Normative v. Humanistic Ideology• Correlated with:

Age of TeacherSeniorityInstitutional TypeAge Groups of StudentsIn-Service Training

OpportunitiesSatisfaction LevelPrestige Beliefs about Teaching Profession

Participants in Study

• 156 randomly selected pre-school teachers. All female.

• Public 88%, Private 12%

• Age distribution 21-45. 81% married

• Age 20-30: 35%

• Age 30-40: 45%

• Age 40+: 20%

• Age 20-30: 35%

• Age 30-40: 45%

• Age 40+: 20%

• Age 20-30: 35%

• Age 30-40: 45%

• Age 40+: 20%

• Age 20-30: 35%

• Age 30-40: 45%

• Age 40+: 20%

• Age 20-30: 35%

• Age 30-40: 45%

• Age 40+: 20%

• Age 20-30: 35%

• Age 30-40: 45%

• Age 40+: 20%

• Age 20-30: 35%

• Age 30-40: 45%

• Age 40+: 20%

Measures and ResearchInstruments used in this Study

• Tomkin’s Polarity Scale

• General Survey Questionnaire

• Beliefs in Discipline Survey

• Tomkin’s Polarity Scale

• ???

• Correlations

• ???

• Correlations

Beliefs in Discipline Questions

“I believe that….”

• HIGH: Although children think, the decisions they make are not yet fully rational and moral

• LOW: Students’ inner emotions and decision making processes must always be considered legitimate and valid

• HIGH: Although children think, the decisions they make are not yet fully rational and moral = 110

• LOW: Students’ inner emotions and decision making processes must always be considered legitimate and valid

• HIGH: Although children think, the decisions they make are not yet fully rational and moral = 110

• LOW: Students’ inner emotions and decision making processes must always be considered legitimate and valid = 46

“Generally, in my class….”

• HIGH: I assign students to specific areas or seats in the classroom

• LOW: My seating (or work area) assignments are open to negotiation

• HIGH: I assign students to specific areas or seats in the classroom = 27

• LOW: My seating (or work area) assignments are open to negotiation

• HIGH: I assign students to specific areas or seats in the classroom = 27

• LOW: My seating (or work area) assignments are open to negotiation = 129

“If a student breaks anotherstudent’s PLD that they broughtto school, I will more likely….”

• HIGH: Scold both students for disrespecting personal property and for bringing PLDs to school

• LOW: Avoid interfering in something students and/or parents should resolve themselves

• HIGH: Scold both students for disrespecting personal property and for bringing PLDs to school = 93

• LOW: Avoid interfering in something students and/or parents should resolve themselves

• HIGH: Scold both students for disrespecting personal property and for bringing PLDs to school = 93

• LOW: Avoid interfering in something students and/or parents should resolve themselves = 63

“If students agree that aclassroom rule is unjust andshould be removed, but Idisagree with them, then ….”

• HIGH: The students and I should jointly decide on a fair rule.

• LOW: The rule should probably be removed and replaced by a rule made by the students.

• HIGH: The students and I should jointly decide on a fair rule. = 147

• LOW: The rule should probably be removed and replaced by a rule made by the students.

• HIGH: The students and I should jointly decide on a fair rule. = 147

• LOW: The rule should probably be removed and replaced by a rule made by the students. = 9

“When a student does notjoin a group activity….”

• HIGH: The teacher should explain the value of the activity to the students and encourage them to participate.

• LOW: The teacher should attempt to identify the student’s reasons for not joining and should create opportunities that respond to those reasons.

• HIGH: The teacher should explain the value of the activity to the students and encourage them to participate. = 44

• LOW: The teacher should attempt to identify the student’s reasons for not joining and should create opportunities that respond to those reasons.

• HIGH: The teacher should explain the value of the activity to the students and encourage them to participate. = 44

• LOW: The teacher should attempt to identify the student’s reasons for not joining and should create opportunities that respond to those reasons. = 112

“During the first week ofclass, I will more likely….”

• HIGH: Announce the classroom rules and inform students how the rules will be fairly enforced.

• LOW: Let the students interact freely and let them initiate any rule making.

• HIGH: Announce the classroom rules and inform students how the rules will be fairly enforced. = 49

• LOW: Let the students interact freely and let them initiate any rule making.

• HIGH: Announce the classroom rules and inform students how the rules will be fairly enforced. = 49

• LOW: Let the students interact freely and let them initiate any rule making. = 107

“If a student interrupts mylesson by talking to a neighbor,I will more likely …”

• HIGH: Move the student away from the others and continue with the lesson because time should not be wasted on account of one individual.

• LOW: Tell students how angry I feel and conduct a dialogue about how the first student would feel about being interrupted.

• HIGH: Move the student away from the others and continue with the lesson because time should not be wasted on account of one individual. = 60

More Research Results

• Teachers with higher satisfaction and prestige levels have higher control tendencies

• Teachers that believe that education is a lower prestige profession have lower control tendencies.

• Nominative orientation increased with each age group.

Conclusions• The study supporting an effort to modernize Turkey’s

education system in line with its new EU membership.• Socio-economic changes influencing educational changes.• Turkey is trying to move away from instruction-based

classroom structure to a student-based structure.• Older teachers with normative high-control ideology seen as

an impediment to progress.• Teachers highly influenced by cultural norms and traditional

ideologies.• Turkish parenting styles generally authoritarian and

normative.• Self-respect for one’s profession tied to ability to enact

control and feeling empowered in the classroom.

“Daddy, send meto school.”

--slogan for Turkishadvocacy group toeducate more young girls.

The Relationship between Normative-Humanistic Attitudes & Discipline Beliefs in a Turkish...

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