Relationship between class management skills of secondary school teachers and their goals of using social networks

The purpose of this research is to examine the relationship between the classroom management skills of secondary school teachers and their use of social networks. This research is a descriptive study in the survey model. Samples of this research consist of 647 secondary school teachers who work in public schools in Adapazarı-Erenler-Serdivan-Arifiye-Söğütlü-Ferizli districts of Sakarya between 2016 and 2017 education and teaching years. The "classroom management skill scale" developed by Delson (1982), adapted to Turkish by Yalçınkaya and Tonbul (2002), and later updated by Korkut (2009); the "social networks'usage purposes scale" developed by Usluel, Demir and Cinar (2014), and the "personal information form" prepared by the researcher were used in obtaining the research data. In the analysis of the obtained data, "SPSS 20.0: The Statistical Package for the Social Sciences" package program was used. The data were evaluated in accordance with the problem situations discussed in the study by usingdescriptive (arithmetic average, standard deviation) and relational statistical techniques (Mann Whitney U Test, Kruskal Wallis Test, Spearman's Correlation). Results of the study revealed that a weak/low level, positive way, and meaningful relationship was found between "maintaining communication, which is the sub-dimension of the purposes of social networks' usage scale and "in-class interaction and behaviour regulation", which is the dimension of the classroom management skill scale. According to this result, it can be said that the levels of "in-class interaction and behaviour regulation" will also increase in renewing themselves, even if is low, as teachers' purposes of using social networks to "maintaining communication" increase. Besides, 0,06% of the reasons for teachers ' use of social networks for "maintaining communication" it is detected to be derived from the "in-class interaction and behaviour regulation" factor in classroom management. In another result of the research, in a weak/low level, positive way, and meaningful relationship was found between "sharing content", which is the sub-dimension of the purposes of social networks' usage scale, and "Plan-program activities and physical layout", which is the dimension of the classroom management skill scale. According to this result, it can be said that their perceptions of "Plan-program activities and physical layout" will also increase, even if is low, as teachers' situations of using social networks to "sharing content" increase. Besides, 3% of the reasons for secondary school teachers ' use of social networks for "sharing content" it is detected to be derived from the "Plan-program activities and physical layout" factor in classroom management.