Students' Indiscipline problems have multiple causes that put negative effects on various aspects of the teaching process – learning. This study was conducted primarily aimed to determine teachers teaching styles and the relationship between the styles and disciplinary problems. Research sample was 265 high school teachers who were selected by multistage cluster sampling. The data collected by a researcher made scale to measure students' misbehaviors and the authoritative teaching style scale (Ertesvåg, 2009). Hierarchical cluster analysis method was used to recognize the teachers' teaching style because the multivariate nature of teaching styles. The results of this analysis led to discover two clusters of teachers: The first cluster (authoritative teachers) included teachers who have high scores on both warmth and control scale (N =161) and the second cluster teachers' (permissive teachers) scores were lower in both warmth and control (N =94). Other results showed that according to teachers' comments the level of indiscipline in the authoritative teachers' classroom are significantly less permissive teachers. Furthermore, the findings in relation to the theoretical - empirical implications discussed and applied –methodical implications are presented.
M, J. (2015). The Role of Teachers' Teaching Styles on Indiscipline Rate among Students: Person-Oriented Analysis. Journal of New Approaches in Educational Administration, 6(22), 189-206.
MLA
J. M. "The Role of Teachers' Teaching Styles on Indiscipline Rate among Students: Person-Oriented Analysis". Journal of New Approaches in Educational Administration, 6, 22, 2015, 189-206.
HARVARD
M, J. (2015). 'The Role of Teachers' Teaching Styles on Indiscipline Rate among Students: Person-Oriented Analysis', Journal of New Approaches in Educational Administration, 6(22), pp. 189-206.
VANCOUVER
M, J. The Role of Teachers' Teaching Styles on Indiscipline Rate among Students: Person-Oriented Analysis. Journal of New Approaches in Educational Administration, 2015; 6(22): 189-206.
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