Assessment of primary school teachers' classroom management skills (Sultanbeyli sample)

The aim of this study was to determine whether the classroom management skills of primary school teachers showed a significant difference according to some variables (such as, gender, years of experience in teaching, last graduated school, class size and grade level). Descriptive research design was conducted. The participants of the study were 264 primary school teachers working in 18 primary schools in Sultanbeyli district of Istanbul province in 2018-2019 academic year. The data were collected by the help of "Classroom Management Questionnaire for Teachers". The Questionnaire is a 5-point likert scale varying from never to always and composed of 6 sub-dimensions and 46 items. The percentages and frequencies related to demographic variables were calculated. In addition, independent samples t-test and one-way analysis of variance (ANOVA) were used for the data analysis. For ANOVA, LSD multiple comparison test was applied to determine the difference between groups. The significance level was taken as 0,05. The data obtained were analyzed and interpreted by using SPSS. According to results, a significant difference was found in favor of female teachers in "Classroom Management Skills" and in the sub-dimensions of "Teaching-Learning Process", "Time Management" and "Communication". In addition, primary school teachers who have been working for 21 years or more had a significantly higher Motivation score than less experienced ones. According to the class size, there was a significant difference in "Physical Organization" sub-dimension in favor of those with less than 20 students. Lastly, there was no statistically significant difference in terms of recently graduated school and grade level. Keywords: Primary school, Primary school teacher, classroom management, classroom management skills