Özet:

This study aims to investigate the relation between primary school teachers’ classroom management skills and their levels of motivating the students. General scanning model is used. Firstly, It is discussed primary school teachers’ classroom management skills and their levels of motivating the students in terms of gender, marital status and seniority. Then, it was examined the relationship between the two variables. The participants of the study are 214 primary school teachers who are working at primary schools in Kayseri city center during 2014-2015 educational years. Out of 214 participants, 52, 8 % (113) are female and 47, 2 % (101) are male teachers. To gather data of the research, Personal Information Form, Scale for Classroom Management Skills and Scale for Teachers’ Motivating the Students are used. These scales are developed by the researchers. To analyze the data, t-Test, One Way Variant Analysis and Correlation Techniques are used for the independent groups in identical sequence of descriptive statistics. The research findings have showed that the skills of primary school teachers’ classroom management do not vary in terms of gender or marital status, and that there is a distinction in favor of female teachers at high level control behavior dimension. Besides, married participants at intermediate level control dimension differentiate meaningfully when compared to single participants. In terms of seniority variability, it has been discovered that senior teachers have both higher skills in classroom management and also higher levels at motivating their students, compared to junior teachers. Is has been identified that there is a positive and meaningful relation between classroom management skills and levels of motivating the students. The findings of this study have been discussed within the framework of the related literature, and suggestions have been offered for researches to be done in the future.

Anahtar Kelimeler: