THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT CONCERNS AND COMPETENCIES OF PRIMARY SCHOOL TEACHERS

Abstract

In this study classroom management concerns and competencies of primary school teachers have been examined. The data was collected from 129 primary school teachers from Demirci District of Manisa Province in 2022 – 2023 Education year. While collecting the data two scales were used which are named as “Classroom Management Concerns Scale” and “Classroom Management Competency Scale” and whole population has been reached without getting sampling. The obtained data has been analyzed with the help of SPSS 23 packet program. While the analyzing processes the descriptive statistics have been examined with the arithmetic mean, minimum, maximum and standard deviation values. As the data has been showed normal distribution, the significant differences about their genders and graduation divisions have been analyzed with independent sample t-Test and the significant differences about their professional seniorities and their grade levels of teaching have been analyzed with One Way ANOVA. The way of meaningful differences has been found with arithmetical means in independent sample t-Test and with the Scheffe Post – Hoc Test in One Way Anova Analysis. The relation between classroom management and competencies of primary school teachers has been analyzed with the help of Pearson Correlation Coefficient Interval. According to the sub problems; no significant differences have been seen in their genders. In their professional seniority significant differences have been found in the relationship management, management of instruction, time management dimensions and in their total points of classroom management competencies. Same as in relationship management the significant difference has been found according to their graduation divisions. Their grade levels of teaching have also showed significant difference in relationship management dimension. For the last sub problem statement, negative low correlation has been found between the communication concerns dimension and the behavior management dimension. Finally, the findings obtained in this study were interpreted and suggestions were made for the field and practice.