Investigation of classroom teaching competencies of science teachers according to some variables

With developing and changing technology, the need for qualified individuals is increasing. Education, aiming creating permanent traced behaviors in individuals takes on the most important task in meeting this need. Classes are the places where education, which takes on the most important role in the formation of positive behaviors in individuals, and the necessary activities are planned and realized. Classes are places where education and training are carried out. The transformation of these areas into an effective and efficient teaching-learning process will only be possible if the teachers have the competencies of classroom management. For this reason, teachers need to have classroom management competencies in the process of training qualified individuals. With this research, it is aimed to determine the classroom management competencies of science teachers and to examine them according to some variables (gender, age, professional seniority, type of high school graduated). In research, to determine the classroom management competencies of the science teachers, a general survey model was used to reach a general judgment and thinking for the study group. The study group of this research consists of a total of 165 science teachers working in the secondary schools of public schools in Şehzadeler and Yunusemre districts of Manisa Province in the 2019-2020 academic year. The study was carried out at mentioned schools and no sampling was taken. The data collection tool used in the research consists of two parts. In the first part, there is "Personal Information Form" which includes demographic variables, and in the second part,there is " Classroom Management Proficiency Scale (CMPS) which includes 47 items. the statistical package program; After gathered data's analysis with normality test carried out in statistical package program, t-test and one-way ANOVA test were performed for independent groups to examine whether there was a significant difference according to various variables. As a result of the analysis, it was found that science teachers' classroom management competencies were good and classroom management competencies were not significantly different according to the type of high school graduated and there were significant differences according to gender, age and professional seniority variables.