The
purpose of this study is to determine the effect of the power sources used by
lecturers in class management on pre-service teachers’ perceptions of fairness
regarding their learning environment. The sample of the study, which was
designed in the correlational survey model, consists of 455 pre-service
teachers studying at Mugla Sitki Kocman University. The data were collected
through the application of the ‘Fair Learning Environment Scale’ and the
‘Lecturers’ Power Sources Scale’. In the analysis of the data, descriptive
statistics, t-test, ANOVA and
multiple regression analysis was used. Based on the findings, it was seen that
pre-service teachers perceive their learning environment as a medium level of
fair in general and they think the lecturers use legitimate power the most.
Pre-service teachers’ opinions regarding their fair learning environments and
the power sources used by their lecturers do not significantly differ according
to gender variable but they do differ
according to class and department variables. The power sources used by
lecturers explain 57% of the total variance of the respectful partnership
dimension and 46% of the total variance of the systemic fairness dimension of
the fair learning environment. The use of personal power and information power
by the lecturers leads to an increase in pre-service teachers’ perceptions of
fairness and the use of coercive power leads their fairness expectations to
decrease.
Journal Section | Article |
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Authors | |
Publication Date | September 1, 2016 |
Submission Date | January 8, 2017 |
Published in Issue | Year 2016 Volume: 45 Issue: 2 |
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