Investigation by comparative of class management behaviors of between physical education and other branch teachers who work in primary schools at the second stage (A sample of Siirt)

In this study, classroom management behaviors of physical education teachers and other branch teachers including Turkish, science, foreign language, music, social studies, visual arts, mathematics, religious culture and ethics teachers who work in primary schools at the second stage has been studied. Other branch courses are generally held in classrooms, laboratories or workshops; Physical education classes are conducted in open areas such as school gardens or in indoor sports halls. Differences such as the environment in which the lesson is conducted, the lecture techniques and methods, the tools and equipment used, the dressing order, the positive or negative reflections of the environment on psychology affect classroom management behaviors. Other branch courses are compulsory courses to be taught at least three grades in the second stage of primary education according to primary education institutions weekly course schedule. In the research, "Classroom Management Scale" developed by Şahin and Altunay (2011) was used. The scale and personal information form, consisting of seven sub-dimensions and forty items, were answered according to the five-point likert scale by thirty teachers from each branch randomly selected from the districts of Central, Pervari, Eruh, Baykan, Tillo, Kurtalan and Şirvan in Siirt. As a result of the analysis, it was seen that there were statistically significant differences between branches in each sub-dimension. As a result, it was observed that the scores of physical education teachers in interactional behaviors were higher than the scores of Turkish, science, music, social studies, visual arts, mathematics, religious culture and ethics teachers. Physical education teachers' scores in sustaining interest and problem solving behaviors sub-dimension were higher than science teachers and lower in democratic behaviors sub-dimension. Turkish teachers' scores in the stimulation behavior sub-dimension are higher than physical education teachers. Music teachers scored lower than physical education teachers in the sub-dimension of expectations and obeying the rules. In the sub-dimension of punitive behaviors, the scores of religious culture and moral knowledge teachers are higher than physical education teachers. Mathematics lesson teachers' scores were lower than physical education teachers in sub-dimensions of starting and attracting attention behaviors, interactional behaviors, and maintaining interest and problem solving behaviors.