The relationship between the classroom management skills and performance of the teachers at primary and secondary schools

The purpose of this study was to determine the relationship between classroom management skills and performance of teachers at primary and secondary schools and weather the perception of classroom management skills and performance differs according to the variables of gender, branch, durations of experiment, age, durations of experiment at the school that the teachers are working and educational background or not. This study was designed in correlational reseacrh model. A total of 303 teachers (125 were classroom teachers and 178 were in various branches) employed in primary schools located in Kastamonu province participated in the study.The research datas were gathered by using "The Demographic Information Form", "Classroom Management Ability Scale" and "Worker Performance Scale". Frequency and percentage analyses, Independent Samples t-Test, One-Way Anova (ANOVA), Tamhane and Tukey Multiple Comparison Tests, Pearson Product-Moment Correlation Coefficient, Multiple Linear Regression analyses were used in order to analyze data. The findings of the current study revealed that the perception of teachers' classroom management was "good" and "very good". The perception of teachers' classroom management skills at the dimension of "plan program activities and physical layout" was "good", at the dimensions of "teacher-student relationship regulation and time management" and "classroom interaction and behavior regulation" was "very good". The perception of teachers' performance was "good". Results illustrated that teachers' perception of classroom management skill didn't differ according to the variable of gender, but it was seen that there were some differences according to the variables of branch, age, durations of experience, durations of experiment at the school that the teachers are working and educational background. It showed that teachers' perception of performance didn't differ according to such variables as gender, age, branch and durations of experiment at the school that the teachers are working. It was seen that it differed according to the variables of duration of experience and educational background. There was a meaningful, positive, high and middle level correlation among the dimensions of classroom management skill. There was a meaningful, positive and middle level correlation between classroom management skill and performance. Finally, there was a significant, positive and middle level correlation between the dimensions of classroom management skill and performance according to the results of regression analysis. In accordance with the results of study, it can be suggested that teachers and inspectors be given seminars and inservice education training by experts in the field of classroom management skills and performance and the reasons why the teachers' perceptions of classroom management skills and performance "good" and "very good" be investigated. Key Words: Classroom Management Skill, Performance, Teacher.