Primary school teachers' views on classroom management: A meta analysis study

The aim of this research is to examine the classroom management in the research conducted for classroom teachers. For this purpose, classroom teachers' opinions about classroom management were analyzed in terms of gender, occupational seniority, type of school graduated and class size variables. This study was conducted with meta-analysis method. YÖK Thesis Center and Google Scholar databases were searched in order to reach the related studies. A total of eighty (80) studies were reached and nineteen (19) studies were included in the study according to inclusion criteria. The effect sizes calculated for the independent variables of the study were calculated with Comprehensive Meta Analysis Ver. 2.2.064 (CMA) program. The sample number of nineteen (19) studies used for the research is 4015. According to the results of "Funnel Graph" and "Begg and Mazumdar Rank Correlation ın tests of the studies included in the study for all variables, it was determined that there was no publication bias. Following the calculations for the heterogeneity test for the variables, the studies used for the research were found to be heterogeneous. For this reason, general effect size calculations were made according to random effects model of variables. According to the effect size calculations, it was determined that in the methods used by classroom teachers to deal with disciplinary problems, -0,018 value for gender variable is in favor of female teachers, -0,033 value for professional seniority variable is in favor of teachers who worked for 15 years and below, -0,012 value for graduation variable is in favor of the teachers who graduated from the departments outside of primary teaching undergraduate program and 0,014 value for the variable of class size is in favor of teachers whose class size is 20 and below. According to Cohen's (1992) classification, these effect sizes are below the low level, according to the classification made by Cook and Thalheimer (2002), it was found to be insignificant. Keywords: Disciplinary problems, Disciplinary methods, Meta-analysis, Classroom teachers, Classroom management.