The relation between the class management strategies and personality traits of English teachers in highs schools

The aim of this study is to determine the relation of high school English teachers' class management strategies and personality traits. In this study, which descriptive research was used, 208 forms were sent to high school English teachers who work both in the center and the towns of the Zonguldak district during the 2012-2013 educational year. 172 teachers answered the forms. 153 forms were considered valid and counted in the study. Datas were collected with three different forms. The first form is included personal information about the teachers' demographic data. Second form is "The Classroom Management Styles of Teachers Questionnaire" which was prepared by Terzi (2001) and consisted of two parts with a sum of 34 items. At the last part , "40 item Personality Test based on Adjectives" which was prepared by Bacanlı, İlhan and Aslan (2009) was used to identfiy the personality traits of high school English teachers. Frequency, percentage, mean, independent samples t-test and Pearson Correlation were used to analyze the data. According to the results of the study, it was found that the teachers respectively show the democratic, autocratic and laissez faire classroom management styles. The teachers' classroom management opinions differs in terms of sex in the laissez faire management style and the seminar they take in the democratic class management style, however; it doesn't differ in terms of seniority, the type of school they work for, attend school after an exam and the duration they work in the same school. There is a meaningful relation between the classroom management strategies and the personality traits of the teachers. The teachers who are extrovert, open to experience and a high sense of responsibility take over the democratic classroom management strategies but not the permissive class management. Teachers who have negative affectivity have tendency to use autocratic classroom management strategies in their classrooms. Teachers who have more than 11 years of working experience are extrovert.