The Relationship between Teachers' Cultural Values and Their Discipline Model Preferences


POLAT S. , ARSLAN Y. , SARIDEDE U.

2nd International Conference on Lifelong Education and Leadership for All (ICLEL), Liepaja, Letonya, 21 - 23 Temmuz 2016, ss.66-72 identifier

  • Basıldığı Şehir: Liepaja
  • Basıldığı Ülke: Letonya
  • Sayfa Sayıları: ss.66-72

Özet

Culture is a very inclusive concept that affects individuals' behaviours. The individuals who have different cultural values have different actions and discourse, and also it is asserted that teachers who have different cultural values may prefer different classroom discipline models. The attitudes of individuals towards uncertainty and power are also related with their cultural values. For instance, it is expected that teachers who have high levels of power distance prefer classroom discipline models that attach importance to power and control; on the other hand teachers who have low levels of power distance prefer classroom discipline models that attach importance to self-control. Thus, it is asserted that teachers' perceptions about power and other cultural values may affect their classroom discipline model preferences. Hence, this study aims to investigate the relationship between teachers' cultural values and their discipline model preferences. The participants of this study consisted of 222 teachers who work in the schools of Kocaeli/Turkey. Uncertainty Avoidance and Power Distance subscales of National Cultural Values Scale which was developed by Hofstede ( 1980) and soon adapted for individuals by Dorfman and Howell ( 1988), and beliefs about discipline inventory which was developed by Glickman and Tamashiro ( cited by Wolfgang and Glickman, 1986) were used as data collection tools. According to the results, there was a low, negative relationship between teachers' perceptions of power distance and their scores of relationship-listening model; there was a low, positive relationship between teachers' perceptions of power distance and their scores of rules and consequences model; and there was a low, negative relationship between teachers' perceptions of uncertainty avoidance and their scores of relationship-listening model.