Multidimensional research on classroom management skills of form teachers in primary schools (Sancaktepe sample)

Education is one of most important key element that shapes society's life standard. As briefly said passing down experiences from former generation to future generation, education poses propulsive force that renovates/transforms education itself and society when done by systematic regularities. So that education and accordingly educational planning have importance for public welfare. Although distance education, student-centered applications, etc become widespread in parallel with tecnology today, it is obvious that until a certain age every child needs to be guided by a teacher. As well as environmental, familial, etc. factors that effect quality of education, teacher's primary importance is undeniable. A teacher with improved classrom management skills can provide to obtain maximum efficiency from education even in most negative conditions. Moving from these truths, this research which multidimensionally investigates classroom management skills of primary school form teachers and determines fields that they are successfull and open for improvement in classroom management, is expected to contribute quality of education by leading teacher training events. In this study, predicated on primary school form teachers' opinions, it is examined whether there is statistically significant difference on Primary School Form Teachers' Classroom Management Skills due to teachers' gender, age, class level they teach, marital status, attendance status to seminar, number of students in class. Descriptive scan model is used in the research. Total field under survey consist of 249 teachers who works in 2012-2013 academic year at official primary schools that are under management of Ministry of Education, located in Sancaktepe district of Istanbul. Accordingly scales are applied to 249 teachers in total chosen from that field by random method. 81-question Classroom Management Skills Assessment Scale evolved by Ilgar (2007) is used to evaluate classroom management skills. Scale is unidimensional. To analysis the input data, frequency and percent values of demographic features are examined by using SPSS 15.0 Package Programme; Independent Groups T Test is used to define whether points taken from scales differs or not as per teacher's gender, marital status, attendance to any lesson, course or seminar about classroom management; Non-Parametric Kruskal Wallis-H Test is used as to whether points differ as per teacher's age, seniority and number of students in classroom; Unidirectional Variance Analysis (ANOVA) is used to determine whether points differ as per class level they teach. Acquired datas are encoded in computer environment, are resolved in SPSS 15.0 Programme (Statistical Package for the Social Sciences), significance is tested minimum at p<,05 level, other significance levels are specified separately and findings are presented in tables suitable for the purposes of survey. In research result, teacher's gender, seniority, class level he/she teaches, marital status, attendance status to seminar, number of students in classroom are not effective factors on Classroom Management Skills but due to age, significant differences are defined. Keywords: Class, Teacher, Classroom Management Skills, Primary School