Investigation of the perceptions of teachers who received non-violent communication training regarding their class management behavior

This study aims to examine the perceptions of teachers who received nonviolent communication training regarding classroom management behaviors. In this study, which was conducted using the phenomenological design from qualitative research methods, teacher perceptions were examined in depth through a standard interview form. The data of the study were obtained from 12 teachers with five years or more professional seniority affiliated with the Ministry of National Education, who were determined using criterion sampling. As a result of the study, findings were reached regarding the teachers' approaches to determining and implementing rules and procedures after receiving nonviolent communication training; teacher and student communication; their approaches to intervening in undesirable behaviors; the reflections of the training they received on learning and teaching activities; their competencies regarding their ability to use the training they received in a specific context and the difficulties they encountered while implementing nonviolent communication. As a result, according to the teachers' perceptions, it was found that teachers acted emotion- and need-oriented in the processes of determining and implementing rules and procedures after nonviolent communication training, approached undesirable behaviors with observation and intervened in undesirable behaviors based on emotion and need, and that these findings had positive reflections on their communication with students. According to the perceptions of the participating teachers, it was revealed that teachers planned the teaching-learning process based on needs in the learning-teaching process, combined nonviolent communication activities with the teaching-learning process, and it was suggested that in-service training be provided to teachers to popularize this method. Keywords: Classroom management, nonviolent communication, conflict resolution, peace language