Pre-service teachers' beliefs and attitudes toward classroom management

The purpose of this study was to determine pre-service teachers' beliefs and attitudes toward classroom management. The sample of this study was consisted of 322 pre-serviced teachers who studied at the department of classroom teacher education in Faculty of Education in Cukuova University. "Attitudes and Beliefs on Classroom Control (ABCC)" which was developed by Martin, Yin, Baldwin (1998), adopted by Gencer & Çakıroğlu (2005) to Turkish, was used as an assessment instrument. The data which was obtained from the assessment instrument were analyzed by using SPSS 17 package program. The differences between the means related to the independent variables of pre-teachers were determined by using independent sample t-test. The results of the study showed that pre-teachers have non-interventionist beliefs and attitudes toward instructional management and interventionist beliefs and attitudes toward human management and behaviour management. Pre-service teachers' beliefs and attitudes toward classroom management with regard to gender showed no significant inequality. Pre-service teachers' beliefs and attitudes toward classroom management with regard to case of taking class management lesson or not showed significant inequality for instructional management and behaviour management. Keywords: Classroom management, attitude, pre-teacher.