A comparative research about the application levels of teachers in classroom management: Turkey-Kosovo example

This study consists of four parts. There are some information about Kosovo and its education in the first part because the study is a comparative one. After the NATO intervention in 1999 and becoming under the UN, Kosovo declared its independence in 2008 and it is in the fourth period of Turkish Education. Turks have the right to study in their own language till the university level. In 2008 - 2009 academic years, there are 174 teachers working in Kosovo in Turkish education.In the second part, there is a beginning with the theories and the history about the leadership. On this part of the study, the approaches about the educational leadership and the leadership in education go on. It is aimed to enlighten the teacher leadership which is the main element of this part with the help of the most important points. There are also subtitles about the manners of the teachers in classroom management.In the third part, the method part, there are views of the teachers teaching Turkish in Kosovo and the views of the teachers in Adapazarı with the help of ?The behaviors of Educational Leadership in Classroom Management? questionnaire which is defined as comparative screening model and developed by the researcher. Educational Leadership questionnaire consists of 45 elements and 5 parts. It is conducted to (174) 149 Turkish teachers in Kosovo and (2219) 326 teachers in Adapazarı and in total there are 475 teachers in the research. In the analysis of data, frequency, percentage and standard deviation are indicated.In the fourth part of the study, there are results of the teachers? views in Kosovo and Adapazarı according to ?The Behaviors in Educational Leadership in Classroom Management? and there are also comments and suggestions. There are T-test results about the teachers? country, sex, field, age and position.As a result, it is clear that in the country variable Turkish teachers in Kosovo have a higher perception in the views of educational leadership behaviors than Turkish teachers in Adapazarı. In the gender variable, female teachers have higher average than the male teachers. In seniority variable, the teachers with 1- 5 years seniority have higher average in educational leadership behavior sense than the others. There is no significant difference in age and branch variables.