Relationship between classroom teachers' classroom management styles and their preferred classroom discipline mode

The aim of the research; It is the examination of the relationship between classroom management styles of classroom teachers and their preferred classroom discipline model. In the study, relational survey model and cluster sampling method, which are quantitative research methods, were used. The study population of the research consists of classroom teachers working in public primary schools in the city center of Elaziğ in the 2023-2024 academic year. The "Classroom Discipline Model Scale" developed by Ünsal (2018) and the "Classroom Management Profile Scale" prepared by Kris and adapted to Turkish by Ekici (2004) were used as data collection tools. The data obtained in the study show normal distribution. Parametric analysis methods were used in the analysis of the data. In the distribution of teachers according to the classroom discipline model preference scores, it was concluded that the teachers preferred the most effective teacher education model and the least preferred the behavior improvement model. In the distribution of teachers according to classroom management profile scores, it was concluded that teachers had the highest appreciated and lowest indifferent classroom management profile score averages. Independent sample t-test and one-way analysis of variance were performed to examine whether there was a statistical difference in teachers' preferences for different discipline models according to demographic variables. Post hoc tests were also used to determine which group the difference originated from. As a result of the analysis, it was concluded that there was a statistically significant difference between the mean scores of the defensive and reality therapy discipline model and the age groups variable, between the logical results discipline model preference averages and professional seniority, between the defensive discipline model averages and educational status, and between the defensive discipline model averages and the grade level taught. In order to determine whether there is a statistically significant difference between different classroom management styles of teachers and demographic variables, independent sample t-test and one-way analysis of variance were performed. Post hoc tests were also used to determine which group the difference originated from. As a result of the analysis, it was concluded that there was a statistically significant difference between the authoritarian classroom management profile and the educational status of the teachers, and between the stray classroom management profile and the education region where the school where the teachers worked. In the study, pearson product moment correlation analysis was performed to determine the relationship between classroom management styles of classroom teachers and their preferred classroom discipline model. As a result of the research, it was concluded that there was a low level of negative relationship between the effective teacher education model, which is one of the sub-dimensions of the classroom discipline model, and the indifferent classroom management profile. Apart from this, it was concluded that there was a low or moderate positive relationship between the classroom discipline model and its sub-dimensions and the classroom management profile and its sub-dimensions. As a result of the simple linear regression analysis, it was concluded that the classroom management profile had a significant and positive effect on the preference of the classroom discipline model.