The role of teaching experience in the problems experienced by classroom teachers in classroom management and solution methods

The research was carried out with 323 classroom teachers working in schools in Maltepe district of Istanbul in the 2021-2022 academic year. The t-test and one-way analysis of variance were used to determine whether the teachers participating in the research differed statistically, depending on their gender, age, marital status, length of service in the institution, professional experience and class sizes. Scanning model was used in the research. The data in the research were collected with the "Classroom Management Teacher Questionnaire" applied to the classroom teachers working in public schools in Maltepe district in the 2021-2022 academic year. "Classroom Management Teacher Questionnaire" has 6 sub-dimensions and includes 46 statements in total. The scale has a 5-point Likert scale, which is answered between "Always" and "Never". Percentages and frequencies of demographic variables were extracted from the scale. The collected data were analyzed and interpreted using statistical techniques through the SPSS program. According to the data obtained from the research findings, it is hoped that it will contribute to the literature in order to improve the missing subjects in classroom management and to work on the variables that differ. According to the findings obtained in this study, no significant difference was found in the classroom management skills of classroom teachers when the gender variable was examined. When the marital status variable of classroom teachers was examined, a significant difference was found between single teachers and married teachers in the behavior management sub-dimension. Single teachers' behavior management scores were higher than married teachers' behavior management scores. Considering the age variable of classroom teachers, it was found that there was a low-level significant difference in the opposite direction with behavior management. Considering the professional experience, it was concluded that the behavior management scores of the teachers working between 1-5 years and 6-10 years are higher than the behavior management scores of the teachers working between 11-20 years. The physical organization scores of the classroom, one of the sub-dimensions of the classroom management profile scale, show a statistically significant difference compared to the size of the classroom. It was determined that the physical organization scores of the classroom teachers with 31 or more students were significantly higher than those with 21-30 students. When we examined the behavior management scores according to the class size, it was determined that the behavior management scores of the teachers with students between 1-10, 11-20 and 21-30 were significantly higher than those with more than 31 students. Considering the behavior management scores according to the service period of the institution, it was determined that the behavior management scores of the people working in the institution for 1-5 years were significantly higher than the people working in the institution for 11-20 years. Motivation scores show a statistically significant difference according to the length of service in the institution. It has been determined that the motivation scores of the people working in the institution for 21 years or more are significantly higher than the people working for 11-20 years.