Teacher Perspectives on Classroom Management


Abstract views: 5794 / PDF downloads: 615

Authors

  • Hamit OZEN
  • Remzi YILDIRIM

DOI:

https://doi.org/10.33200/ijcer.645818

Keywords:

Classroom management, Teacher training, Learning environment, Communication, Qualitative research

Abstract

This study aims to evaluate classroom management from teachers’ perspectives. The research was conducted using phenomenology design. We employed maximum variation sampling to determine the study group of the research. The study included 15 teachers from different branches teaching in several public schools. The data were collected in the 2018-2019 academic year using the interview technique and thematized using content analysis. The findings of the study suggested that teachers defined the classroom management as a skill to form effective learning environment. Lack of professional experience and knowledge, and academic shortcomings were found as poor skills. The ability of teachers to increase the effective and cognitive skills of their students was taken as evidence that teachers’ classroom management skills were strong. Teachers regarded the use of an effective teaching method as a prerequisite to cope with inappropriate behaviors while managing their classes. Finally, it was recommended that beginning teachers recognize that each class has its characteristics and different classroom management dynamics.

Author Biographies

Hamit OZEN

Corresponding Author: Hamit Özen, hamitozen@hotmail.com

https://doi.org/10.33200/ijcer.645818

Hamit OZEN
ESKISEHIR OSMANGAZI UNIVERSITY, FACULTY OF EDUCATION
0000-0001-7604-5967
Türkiye

Remzi YILDIRIM

https://doi.org/10.33200/ijcer.645818

Remzi YILDIRIM
Celal Bayar University, Faculty of Education
0000-0002-6918-5416
Türkiye

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Published

30.10.2022

How to Cite

OZEN, H., & YILDIRIM, R. (2022). Teacher Perspectives on Classroom Management. International Journal of Contemporary Educational Research, 7(1), 99–113. https://doi.org/10.33200/ijcer.645818

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