Problems provided by teachers who have Syrian students in class management

In the study which was conducted in order to reveal the opinions of the teachers who have Syrian students in the classroom about the problems faced in classroom management, mixed method was used and the phenomenological design and descriptive screening model were used. Semi-structured interview form was used to reach the qualitative data of the study. A questionnaire developed by the researcher was used to reach the quantitative data of the research. Criterion sampling was used to determine the study group. In the 2018-2019 academic year, 18 classroom teachers working in the 2nd and 3rd grades of primary schools in Gaziantep were interviewed. The research questionnaire was applied to 533 classroom teachers. SPSS 22.0 program was used in the analysis of quantitative data. In the analysis of the data, t-test and Kruskal-Wallis H test were used to determine the differentiation of teachers' views according to gender, school type, special gifted pupil status and special gifted child status; Anova test and Tukey HD test were used to determine the differentiation according to age, education level and seniority year. As the qualitative results of the research, six themes emerged under the titles of physical order of the classroom, learning-teaching process, time management, communication problems, behavior management and motivation. Language problem, crowded classes, communication problem, level of readiness, Arabic speaking among themselves, tendency to violence, non-compliance with classroom rules, parents' lack of knowledge of Turkish language and negative effects on other students were determined as sub-themes. The quantitative results of the study were examined in two groups as student-based problems and teacher-based problems. A significant difference was found between the opinions of the teachers about the problems related to the teachers they faced in classroom management in terms of gender, the department they graduated, the class they taught and inclusive education. In terms of seniority variable, there is a significant difference between the views of teachers about student-related problems and this difference is found to be between the teachers who have seniority over 25 years and all other groups. The difference between the opinions of teachers in terms of seniority variable related to teachers' problems was found to be between the teachers with seniority of 1-5 years and all other groups. It was found that there was a significant difference between the opinions of the teachers on the problems of student and teacher origin in terms of the variables of class size, the number of asylum students in their classes and the number of older students in their classes. Keywords: Classroom management, migration, asylum student, classroom management problems.