Mathematics teachers' classroom management skills in areas of the province of the relationship between self-efficacy perceptions

The purpose of this research, to examine the relationship between the teachers classroom management abilities that work either at primary schools or high schools and their self-sufficiency perception belonging to their own fields, to this end, this research has revealed the relationship between the classroom management abilities and the Maths teachers? self-sufficiency perception belonging to their own fields.This research covers on the Istanbul Provincial of the Bayrampasa district involving 37 primary and high schools and was carried on a total of 119 Maths who have been working at these schools.In this study, in order to evaluate the Maths teachers self-sufficiency, the questionnaire developed by Tschannen-Moran ve Woolfolk-Hoy (2001), adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) as `Teachers self-sufficiency scale? and so as to assess Maths self-sufficiency, the questionnaire, `Maths Self-Sufficieny Scale?, developed by Özgen and Bindak (2008) has been used. Additionally, in order to assess the teachers? classroom management abilities, the questionnaire developed by Delson and adapted into Turkish by Yalçınkaya and Tombul (2002) as `Class Management Skills Scale? and a questionnaire developed by researcher were used to collect data about independent variables of this research.The obtained data was analyzed by SPSS 15.0 program and was interpreted in this research. Frequency and percentage distributions were used in the analysis of these findings and so as to determine the difference between the groups, One-Way Analysis of Variance, t-Test, Kruskal-Wallis H test were applied and in order to understand the difference between groups, Mann Whitney-U test and Pearson Product Moment Correlation were applied.The findings of the survey was evaluated by the results of the Pearson analysis between total scores of classroom management skills scale and sub-dimensions of coping attitude rating scale and there were found to be significantly positive direction relationship between the students? attendance to the class, curriculum strategies, and classroom management skills scale scores and sub-dimensions of the teachers? self-sufficiency perception. Accordingly, according to the relationship between classroom management skills scale total scores and sub-dimensions of the teachers? self-sufficiency perception scale, when the classroom management skills scale total scores increased, similarly coping attitude assessment scale increased in a dramatic way as well.To conclude, these results show us that there is a substantial relationship between teachers? classroom management skills and their self-sufficiency perceptions.