Discipline approaches and interpersonal self-efficacy on elementary school teachers

Abstract

The purpose of this study is to examine the reletionship between teachers discipline approachs and interpersonal self-efficacy belief. Furthermore, this research is to examine whether teacher' discipline approachs and interpersonal self-efficacy beliefs are varying according to gender, working experiences and professional positions. Participants of this study consistent of 198 (94 women, 95 man) elementary school teachers. In order to gathered data, School Discipline Aproach Scale and Teachers Interpersonal Self-efficacy Scale are used. According to tte findigs, there is negatively significant relationships between teachers' oppresive and compliance discipline approachs and teachers' interpersonal self-efficacy from colleagues, administrators and total interpersonal self-efficacy. There are no difference teachers' discipline approach and interpersonal self-efficacy accorging to gender. On the other hand, equitable and student-centered discipline approach are difference according to teachers working experince. Finally, I. Gradulal teachers' equitable and student-centered discipline approach scores more high II. Gradual teachers scores.