Primary school teachers' attitudes toward undesirable student behavior in the classroom and classroom management skills

The main purpose of this research is to reveal the classroom management skill levels of primary school teachers, their attitudes towards undesirable student behaviors in the classroom, and the relationship between them. Within the framework of this basic research problem, the classroom management skill levels of primary school teachers and their attitudes towards undesirable student behaviors in the classroom were examined according to the variables of gender, marital status, age, perceived income level, education status, length of service in the profession, perceived satisfaction level in the teaching profession, socio-economic level of the environment where the school is located, class size, type of school where the school is served, participation in in-service training activities, and staff title. In the study, the relational screening model, which is one of the quantitative research methods, was used as the research method. The universe of the research consists of a total of 7655 primary school teachers, 6670 of whom work in state primary schools and 985 of whom work in private primary schools in Sakarya province in the 2024-2025 academic year. The sample of the research consists of a total of 562 teachers who could be reached by random sampling method. The data collection tools of the study were the Teacher Attitudes Scale Towards Unwanted Student Behaviour in the Classroom (SIDÖTÖ), developed by Şentürk and Tanhan (2011), and the Classroom Management Skills Scale (CLSS), developed by Yüksel (2013) and adapted by Ergen (2016). The findings obtained as a result of the study are as follows: 1. The attitude level of primary school teachers towards unwanted student behaviour in the classroom is low. However, the classroom management skill levels of primary school teachers are high. There is a negative and low-level statistically significant relationship between the attitude levels of primary school teachers towards unwanted student behaviour in the classroom and the classroom management skill levels. 2. The attitude levels of primary school teachers towards unwanted student behaviour in the classroom do not show significant differences according to the variables of gender, age, perceived income level, perceived satisfaction level with the teaching profession, and staff title. On the other hand, in the attitude levels of primary school teachers towards unwanted student behaviour in the classroom; There is a significant difference according to the variables of marital status, education level, length of service in the profession, socio-economic level of the school where they work, class size, school type, and participation in in-service training. 3. There is no significant difference in the classroom management skill levels of primary school teachers in terms of the variables of marital status, age, perceived income level, education level, professional seniority, and position title. There is a significant difference in the classroom management skill levels of primary school teachers in terms of gender, perceived satisfaction level with the teaching profession, socio-economic level of the environment where they work, class size, school type, and participation in in-service training activities.