Abstract:

It is very important that the teacher is successful in class. It is therefore important that teachers pay attention to the social, intellectual and physical structure and organization of the classroom. The responsibilities of teachers in the classroom are to implement the curriculum, to organize routine procedures, to provide resources, to organize the environment to maximize learning efficiency and to predict and solve problems. In other words, the class is to be managed. With a good classroom management, a environment will be created to enable students to experience a high level of learning, to gain positive behaviors. It can be claimed that the teacher’s class management skills are the most important factor to success in class management. It can be said that the basic class management skills that teachers should have is to organize the classroom environment and manage the student behavior so that students can experience a high level of learning and gain positive behaviors. These skills are very important in achieving positive training outcomes. With this claim, it is possible to express the importance of the studies that study the perceptions of teachers about class management skills. The purpose of this research in the Nicel-approximate scan model is to study the class management skills of Turkish teachers according to some variables. The sample of the study is formed by teachers selected by the sample method that can be easily found among Turkish teachers who work throughout the province of Kırşehir in the 2018-2019 Education-Teaching Year. The "Class Management Qualification Scale" has been used to determine teachers' perceptions of class management skills. The study found that teachers’ perceptions of class management skills were “very high” in scale and all subfactors. In addition, the conclusion was that the variables of "gender, civic status, vocational status, perception of the possibilities that the school in charge possesses, the status of professional post-tracking" are variables that make a significant difference between the perceptions of teachers about class management skills.

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