Investigation of class atmosphere in the context of classified different leadership types

The purpose of this study is to reveal the effects of different leadership types of teachers on the classroom atmosphere dimensions. For this purpose, the effects of five different leadership types like legal, rewarding, expert, analogy and punitive types on the size of classroom atmospheres like course work, class arrangement, democratic environment, motivation, discipline, emotional dimension, communication and participation were investigated. Qualitative research method was used in this study. A case study of qualitative research methods used in the research. For case study model both interview and observation methods were used. Also the holistic single condition pattern was chosen because the effect of the teacher on the classroom atmosphere was examined. The universe of the research is the classroom teachers in the province of Gaziantep. The reliability validity study of 308 classroom teachers with in-class leadership type scale was done by simple random method within the universe. The scale consists of 58 items in five dimensions. After the validity and reliability studies, the scale was adjusted and applied to 27 classroom teachers with the method of achievability. The study group consisted of 4 class teachers determined by criterion sampling method from the purposeful sampling methods and 20 students determined by the method of easily accessible state sampling in the classes of these teachers. In this study, observation form and interview form was used as data collection tool. Data were collected by taking into account the 8 subheadings of the class atmosphere in the observation form. 10 questions are included in the classroom atmosphere themed in the form of interview applied to students. Observations and interviews were conducted simultaneously in the 2017-2018 academic year in the Nizip district of Gaziantep province. In this study, descriptive analysis method was used to analyze the data obtained from observation and interview. In the light of the findings obtained from the research, the most positive contribution to the classroom atmosphere in the size of the lesson was from the rewarding leader. It is concluded that the award-winning leader in the class layout dimension comes to the fore. According to the results of democratic environment, it has been concluded that expert and rewarding leaders provide the necessary environment for a positive classroom atmosphere. In the motivation dimension, it has been concluded that the rewarding leader made the most positive effect. In the disciplinary dimension, the result is that the leader is the leader of the discipline with the least of obedience to the order and the teacher. The positive contribution to the classroom atmosphere in the emotional dimension comes from the expert and rewarding leader. it was concluded that the general findings were generally good in terms of communication and participation in the class of all leaders. Keywords: Class Atmosphere, class climate, leadership, teacher leadership