Kayalar, Fethi; Özbaş, Mehmet; Yalçın, Sinan; Uslu, Turgut

One of the most effective ways to manage problematic students misbehaving in the classroom is positive discipline rather than punishment or rewards. Through positive discipline, novice teachers do not only enjoy peaceful and efficient classroom environment, but they also encounter less trouble in managing the classroom and enable students to learn well and adapt their behaviours to meet expectations in courses. The outcomes of positive discipline applied in classroom include students’ own self-discipline, consistent communication, selfregulation, self-confidence, self-respect and respect for others, reinforcement of expectations and long-term solution. The aim of this study is to evaluate the views of the experienced school principals over encouraging novice teachers to practice positive discipline strategies and determine their roles on this issue. We asked two open-ended questions to the participant principals to obtain the data: “What are the discipline issues in classroom environment” and “What should novice teachers do to place positive discipline in classroom?” We used a qualitative research method to evaluate and compare the views of the principals and to determine their suggestions on encouraging novice teachers to achieve smooth management in classroom environment. The research was carried out with the participation of ten school principals managing various primary schools, secondary schools and high schools in some cities in Turkey. From the data obtained from principals, we can argue that the principals have the most important roles for novice teachers to develop positive discipline strategies in the classroom by making the suggestions that novice teachers should not run away from misbehaving students, not fight back and not scare and punish them for their unwanted misbehaviours.

Özcan, Mehmet; Gür, Recep; Eranıl, Anıl Kadir; Eriçok, Barış

The quality of the family environment in which candidate teachers have been raised plays an important role in shaping their future. Therefore, it is extremely important to investigate the teachers who have an essential role in shaping the society and what kind of family structure they have come from. In this context, the importance of the concepts family and teacher in terms of their influence on the students makes the parental education status of the candidate teachers a topic worth studying. In this regard, the aim of this study is to investigate the effect of parental education level of candidate teachers on the levels of critical leadership. The present study has been designed as a survey model. The study group includes 497 students studied at Nevşehir Hacı Bektaş Veli University in 2015–2016 academic year. Critical leadership scale was used as data collection tool. In this study, while the critical leadership scores of the candidate teachers did not differ significantly according to the mother’s education level, there was a significant difference in the paternal education level. When examining that the difference in the paternal education level results from which pairwise group, there was a significant difference between the critical leadership scores of candidate teachers whose fathers graduated from “primary school university” and “secondary school university.” This difference has been found in favor of candidate teachers who graduated from primary school and secondary school, respectively. We can infer from these results that while the paternal education level reduces, the critical thinking levels of candidate teachers increase.