Investigation of classroom management strategies applied by teachers during the reintegration process of students to school after the pandemic

The purpose of this study is to examine the classroom management strategies used by classroom teachers in the process of students' readjustment to school after the pandemic. The pandemic process has changed students' educational experiences and this has affected teachers' classroom management strategies. With the anticipation that situations similar to this process may occur in the future, it is important to identify and recommend appropriate classroom management strategies to meet the psychosocial needs of students, support learning, and manage the classroom environment positively. The research was conducted with a phenomenological approach in qualitative research type. The study group of the research consists of 25 classroom teachers working in public primary schools affiliated to Erzincan Provincial Directorate of National Education. The study group was selected by purposive sampling method. The collected data were analyzed using content analysis method. Students' difficulties in complying with classroom rules, social and cultural adaptation problems, significant differences observed between before and after the pandemic, changes in student behavior, and the effects of parents on students are important findings. In addition, the increase in digital communication and decrease in physical social interactions in classroom management has led classroom teachers to re-evaluate their educational strategies. The results of the study emphasize the need to improve classroom management strategies in post-pandemic educational settings and to adopt approaches that are more appropriate to the needs of students.