Abstract:

In this study; It is aimed to determine the classroom management styles, class control levels and the relationship between the teachers. The research population is composed of teachers working in the secondary schools of the TRNC Ministry of National Education-General Secondary Education Department in the 2017-2018 Academic Year. The sample of the research sample was taken into consideration and the teachers who worked in the schools determined randomly were formed. In order to determine the classroom management styles of teachers as data collection ztool, Kris (1996) prepared a scale of classroom management styles adapted to Turkish by Ekici (2004), and control of classroom management developed by Yılmaz and Şahin (2016) for the determination of class control levels. and the personal information form developed by the researcher were used. Gender, marital status, graduation status of teachers according to the gender, marital status of the research, t-test in comparison, the one-way analysis of variance (ANOVA) to test the significance of the classroom management styles of teachers according to age groups and research periods tukey test, a simple linear collation analysis was conducted for the relationship between teachers' classroom management styles and class control levels. In terms of teachers' classroom management styles; The authoritarian class management style is higher in males, while the idle class management style is higher in females, male teachers are more authoritarian than female teachers, single teachers prefer idle class management. In the stray class management style, it was seen that groups of 10 years and 11-20 years exhibited this style. In terms of class control levels; While male teachers had low level of control, female teachers had higher level of control than male teachers, while teachers who were married according to marital status exhibited low level of control while single teachers showed higher levels of control. In the study, a significant relationship was found between the classroom management styles of the teachers and the class control levels. The positive direction between the controlled classroom management style and the high control level was negative. and the stratified class management style and the middle control level.

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