Secondary school teachers' classroom management styles and their academic achievement reponsibility perceptions

The aim of this study is to examine the classroom management styles of secondary school teachers and their perceptions of academic achievement according to variables such as gender and occupational seniority and to determine the relationship between classroom management styles and academic achievement responsibility perceptions. The scope of the study constitutes 228 teachers working in Anatolian High Schools and Atatürk Science High Schools in Istanbul Kadıköy district in the academicyear 2016-2017. The data in this study, which was carried according to the screening model, were collected by the Attitude and Belief Questionnaire Towards Classroom Management, adapted into the Turkish language by Savran and Çakıroğlu (2004) and the Academic Achievement Perception Scaleby Güvenç (2011b) Arithmetic mean, frequency, percent, Standard deviation, one way analysis of variance (ANOVA), t-test and correlation analysis were used in the analysis of the obtained data. According to the findings obtained from there search, it was determined that the secondary school teachers' class management showed an interventionist style in the aspect of course management and a non-interventionist and interactivestyle in the aspect of human administration. It has been seen that secondary school teachers' classroom management styles did not change according to their gender or occupational seniority. It has been determined that the perceptions of secondary schoolteachers' academic achievement are moderate. It has been seen that female teachers' perceptions of responsibility for academic achievement are higher than those of male teachers and that the academic achievement responsibility perceptions of secondary school teachers didn't change according to their seniority. When the relationship between classroom management styles of secondary school teachers and academic achievement responsibility perception is examined, it was determined that secondary school teachers, who felt responsible for the academic success of the students, displayed an interventionist style in class management. Key Words: Classroom management style, academic achievement perception of responsibility, secondary school teachers.