Identifying the opinions of teachers on classroom management styles

ABSTRACT IDENTIFYING THE OPINIONS OF TEACHERS ON CLASSROOM MANAGEMENT STYLES Çetin TERZİ Division of Educational Sciences (Education Administration, Supervising, Planning and Economics) Anadolu University Institute of Educational Sciences, July 2001 Adviser: Assistant Professor Dr. Coşkun BAYRAK The study has been conducted to identify the opinions of primary school teachers apply the autocratic, democratic and laissez-faire (indifferent) classroom management styles and find out whether or not their opinions the classroom management styles differ in terms of personal features. A total of 953 primary school teachers in 73 various primary schools in Eskişehir participated in the study, which made of survey method, in the Spring Term of 1999- 2000 Scholastic Year and a percentage of 58,2 of the subjects presented available data. The data were collected through "The Classroom Management Styles of Teachers Oueslionnarie" which was prepared by the researcher himself and consisted of two parts with a sum of 38 items. The data were analyzed through frequency, percentage, arithmetic mean, independent samples t test (to compare two groups for the scores) and one way analysis of variance (to compare more than two groups). When the calculated F value as the result of ANOVA was significant, Tukey USD multiple comparison test was applied in order to identify the groups that caused the difference.The analyses were done through "SPSS 7.5 for Windows" software program and.05 significance level was used in the statistical analyses. The results of the study revealed that the teachers have the idea that they are at some extent autocratic and laissez-faire; completely democratic but what the researcher is believes that this must be developed in some parts. Opinions of teachers on classroom management styles do not vary in terms of sex; and that there is significant difference in their opinions on autocratic and laissez-faire management style in terms of age; and in the laissez-faire style in terms of the school graduated and vocational experience.