Examination of physical education teachers' classroom management skills in terms of different variables

It is directly teachers who will determine the current position and future position in a society. In this sense, it should not be forgotten that teachers are the people who will bring the society to the modern level. Teachers should not encounter any difficulties while performing this important duty and doing their job comfortably. In this sense, teachers need to be comfortable in the classroom environment and have effective skills in terms of managing the classroom. The aim of this study is to examine the classroom management skills of physical education teachers in terms of different variables. The population of the study consists of physical education teachers working in Gaziantep, and the sample group consists of 408 (284 male, 124 female) teachers selected on a voluntary basis. As a data collection tool in the research; "Classroom Management Skills Scale" developed by Yüksel (2013) was used. SPSS 22.0 program was used in the analysis of the data. After testing for normality and homogeneity, t-test for independent groups in paired groups, one-way analysis of variance and LSD post-hoc test correction were performed for variables with more than two groups. Values were presented as mean and standard deviation, and were analyzed at a significance level of 0.05. As a result of the research; It was determined that there was a significant difference in favor of women in the learning-teacher process and communication sub-dimensions of the scale. In addition, it was determined that there was a significant difference in favor of married participants, while there was a significant difference in the physical organization of the class, learning-teaching process, communication and behavior management sub-dimensions of the age group. While no significance was observed according to the educational status variable, it was determined that there was a significant difference in terms of the duration of duty variable from the physical organization of the classroom, learning-teaching process, behavior management and motivation sub-dimensions. While it was seen that there was a significant difference according to the type of school variable, there was a significant difference in all sub-dimensions of the scale in terms of the weekly course hour variable.