Özet:

The aim of this research is to determine the relationship between classroom management skills and organizational identification levels of classroom teachers working in primary schools. The study was designed according to the relational survey model, one of the quantitative research methods. The study group of the research consists of 120 teachers selected by using random sampling method among the primary school teachers working in the official primary schools in Gaziantep province Nizip district. In the research, data were collected through the "Classroom Management Scale" and the "Organizational Identification Scale". Classroom management skills and organizational identification levels of classroom teachers were determined according to the variables of gender, marital status, age, professional seniority and educational status according to the perceptions of the participants, and the relationship between the variables was tried to be revealed. Classroom management skills of classroom teachers were found at the level of "often", while their organizational identification perceptions were at the level of "agree". The findings were discussed on the basis of the relevant literature and recommendations were made.

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