Determining the perception of classroom management skills for primary school class teacher'

In this research; determining the perception of classroom management skills for primary school class teachers?, whether teachers? perception is different in their personal characters or not and including classroom management at 9 dimensions for teacher capacities related to the perception of classroom management abilities with respect to personal characteristics whether different or not were intended. Patterned research on surveilance model; 2372 teachers in 63 primary schools in Denizli city center in 2005-2006 academic year spring semester, available data was gotten from the universe?s 20.95 percent. The data related to the purpose of research was gathered from `Classroom Management Skills Evaluation Scale?, 2 chapter and 64 section developed by Baloğlu (1998) and adapted by Ağaoğlu (2004). At the process of data analysis, based on research purpose, frequency, percentage arithmetic mean, standard deviation, with two sets comparison among independent groups t test, more than number of two sets comparison variance analysis (ANOVA) statistical techniques were used. Calculating at the result of variance analysis, when F value is significant, to set the difference in groups LSD multiple comparison test was put into practise. .05 level of significant was used in statistical analysis of research, analysis was realized using `SPSS 12.0 for windows? programme. According to research findings; the research first sub-problem, teachers? classroom management skills perception was found out in medium level. With the research second sub-problem, teachers? classroom management skills perception was investigated according to personal characteristics differencies. In respect of gender variable; in women teachers? favour, in respect of branch variable; in class teachers? favour perception was significant. In the other personal characteristics variables, any significant differencies were not found out. Concerning the research third sub-problem; including classroom management, it is needed for teachers, capacities, were studied at 9 dimensions. According to these situations class management skills of teachers were searched. According to the situation it was found that teachers felt themselves the most efficient on activity management situation but inefficient on time management situation. According to 9 dimensions, regarding to the classroom management skill perceptions were examined with personal characteristics variables. Significant differencies were found out in respect of gender variable; showing a purposeful behaviour, planning, communication in class, behaviour management in class, activity management and evaluation dimensions perception was in women?s teachers favour, in respect of branch variable, showing a purposeful behaviour, communication in class, behaviour management in class, activity management and in class leadership dimensions perception was in branch teachers favour. In respect of job seniority variable, behaviour management dimension, significant differencies were found out in 11-15 years teachers and 16-20 years teachers favour. The other personal characteristics studied at dimensions were found out and no significant differencies were determined.