Özet:

Aim of this research is to determine the primary school teachers’ perceptions on effective classroom management based on school administrators, teachers, students, school programs and education, classroom culture and environment, classroom environment, and parents variables. This research also focuses to identify whether teachers' perceptions of effective classroom management differs significantly or not by means of socio-economic environment of the school location. Research population includes 1616 teachers, working on 42 different primary school in Adıyaman province who have worked in the 2008-2009 academic year. Due to limited economic opportunities, research have been performed on a sample selected from the universe. Stratified sampling technique is applied in research, with analysis of data collected from 121 teachers have been realized. The scale has been used as a data collection tool. For analysis the data the arithmetic mean, standard deviation, percentage and t-test have been used. As a conclusion, it was found that teachers' effective classroom management perceptions were the highest levels of school administrators, classroom culture and environment, curriculum and training faculty, students, teachers and classroom environment, and parents in size occurred. According to the socio-economic variables of teacher perceptions in all dimensions, significant differences were found in favor of upper socio-economic environment.

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