Özet:

The aim of this study is to determine the micro-political strategies used by primary school teachers and their effects on students in the context of distance and face-to-face education. The method of this research is qualitative. It is designed in a phenomenological pattern. The study group of the research consists of 20 primary school teachers. A convenience sampling has been used. Interviews are the data sources of the research. The data collection form prepared by the researchers was used to collect the interview data. Content analysis was used in the analysis of the data. According to the findings, the most preferred micropolitics in face-to-face education in classroom management by primary school teachers; are positive reinforcers. The most preferred micropolitics in distance education; positive reinforcer and model. Classroom management micro-policies used by primary school teachers in distance education have a positive effect in face-to-face education while leaving a distance (online) effect on students. These positive effects are concentrated in facilitating the adoption of rules, permanent behavior change. The decrease in teacher-student social interaction and the limitation of eye contact in distance education limit the effects of the micropolitics that the teacher uses to establish authority and influence in classroom management. In the distance education process, teacher-student interaction is limited compared to the face-to-face education process. This study is important in that it reveals the effects of micropolicies used in primary school on students in distance and face-to-face education. It can be suggested to compare the results by repeating the study at other levels of formal education. Since the study is one of the first micropolitical studies in the teacher-student relationship in the field, it is thought that it will guide the researchers in the researches that can be done on the subject.