Comparison of teachers working in kindergartens within primary schools and teachers working in Qur'an courses for 4-6 years old in terms of classroom management

In this study, it is aimed to compare the pre-school teachers working in the kindergartens affiliated to the Ministry of National Education and the teachers working in the Qur'an courses in the 4-6 age group affiliated to the Directorate of Religious Affairs in terms of classroom management. The research was carried out with the participation of 10 pre-school teachers working in primary schools in the 2022-2023 academic year and 10 teachers working in Qur'an courses in the 4-6 age group. In the study, a semi-structured interview form was used as a data collection tool. Holistic multi-state design was used in the research. In the analysis of the data; descriptive analysis technique was used. According to the findings obtained, it was determined that preschool teachers did not plan the one-day education of their classes in parallel with the MEB 2013 preschool education program, while the instructors could not carry out the Qur'an courses in the 4-6 age group in line with the curriculum. It was obtained that the knowledge levels of the instructors were limited regarding the physical variables affecting the class, while the teachers gave more detailed answers. While determining and applying the classroom rules, it was determined that the teachers made negative sentences and exhibited an attitude towards punishment, while the teachers acted based on knowledge by using positive expressions. Within the scope of in-class communication, it was determined that the instructors used negative expressions in their communication with the children. Differences were found between the strategies applied by the teachers and preschool teachers in the management of unwanted behaviors. As a result, it was determined that preschool teachers acted with a holistic perspective appropriate to the opportunities of the classroom and the developmental steps of the children, while the teachers who taught in the Qur'an courses were limited in terms of classroom management and did not have sufficient knowledge and skills about the variables affecting classroom management as much as the teachers.