The investigation of the secondary school teachers' classroom management capabilities by area

The main environment where the education takes place is, the classroom. The quality of the process and the ambiance in the classroom directly affects the quality of the education. As the training manager of the class, the teacher's modification of the education environment and the priorities and effectiveness in managing the training process, is one of the main factors that determine the efficiency of the education. Because of that importance, this research was carried out to ensure the detection of the primary factors which positively or negatively affects the classroom management skills, by investigating the levels of teachers' classroom management skills. In this research, the classroom management skill levels of high school teachers were examined whether they show any statistically significant differences according to gender, age, years of service, branch, the number of students-teachers-administrators in the school and employment period in the same school. Descriptive survey model was used in this research. The study population was established by teachers staffed in high schools at İstanbul province- in 2013-2014 academic year. While creating the sample group; the scale applied to 267 high school teachers who staffed in the mentioned district and achieved by random sampling methods. To measure the adequacy of teachers' classroom management, "Classroom Management Capability Scale" developed by Gündüz (2001) was used and it consisted of 50 questions in 5 subscales, including ; the management of the physical environment, the development and implementation of plan-program, the order of class relations, effective time use and the regulation and promotion of behaviours. Cronbach's alpha value which shows the reliability of the scale by the results of reliability analysis , was calculated as 0,84.While analysing the data; the frequency and percentage of the demographic charesteristics were studied and standart deviation of the scores from the scales were calculated by using SPSS 15.0 program. To determine whether the scores from the Classroom Management Capability Scale differentiates or not; according to gender of teachers, Independent Group T test, depending on age and years of service, Kruskal-Wallistt test analysis, according to his/her branch and the grade he/she taught,One –way Analysis of Variance (ANOVA) and to determine which groups have significant differences between each other, Mann Whitney-U test were made.According to research results; teachers', Classroom Management capability levels were always adequate. The Physical Environment Management capability levels were usually sufficient. The Relationship Order of the Class capability levels were always adequate. Time Management capability levels were usually sufficient. Behavioral Development Skills capability levels were always sufficient.Classroom Management capabilities of teachers did not change depending on the age. Plan –program Development and Implementation capabilities varied according to gender and branch. Female teachers'plan-program development and implementation capabilities were higher than male teachers'. Also social science branch teachers' were higher than science branch and foreign language branch teachers'. Relationship Order of the Class capability level of the teachers varied according to the grade they taught and years they served. The teachers that had service year between 2-5 years had higher capability in Relationship Order of the class than the teachers who had more than 5 years service and 9th grade teachers were same as well than the teachers of other grades. Keywords: Teacher, high school, capability, classroom, management, school