Abstract:

The purpose of this research is to study the relationship between teaching-learning concepts of teachers and class management styles. The research work group formed 243 teachers in various branches who are working in Bursa in the 2017-2018 educational year. The data collection was developed by Chan and Elliott (2004) and adapted by Aypay (2011) to Turkish with the "Teaching and Learning Understanding Scale" developed by Kris (1996) and adapted by Aktan and Sezer (2018) to Turkish with the "Class Management Styles Scale". The analysis of the data used visual statistics, Pearson correlation analysis and multi-linear regression analysis. The findings on the first question of the study found that teachers primarily adopted the structural teaching-learning understanding. It is also identified that the class management styles that teachers most accept, respectively, are free, authorized, authorized and irrelevant class management styles. The findings on the second question of the study found meaningful relationships between teaching-learning concepts and some subdimensions of class management styles. According to the findings concerning the third question of the study, it has been found that teaching-learning concepts significantly influence other class management styles, except the uninterested class management style. The structurating teaching-learning concept makes sense of free and authorized class management styles, while the traditional teaching-learning concept makes sense of authorized class management styles.

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