Özet:

In this study, virtual classroom management proficiency levels of classroom teachers were examined in terms of demographic variables such as age, gender, seniority, virtual classroom experience, and educational status. The dependent variable of the study; virtual classroom management competency, and independent variables are age, gender, seniority, virtual classroom experience, and educational status. The participant group of the study consisted of 96 people in total, 49 women and 47 men. Virtual classroom management competence of participants; Teachers' Virtual Classroom Management Competence Scale-(ÖSSYYÖ). Demographic variables in the research were obtained with the "Personal Information Form" developed by the researcher. Kolmogrov-Smirnov and Shapiro-Wilk normality tests were applied to the data obtained from the study (P>0.05). In the study, Student's t-test was used to determine whether the total scores of SSPS and sub-dimension scales differed according to gender, educational status and virtual classroom experience, and one-way analysis of variance (Anova) comparison test was used to determine whether they differed according to age and seniority. Research findings were expressed as n (%), mean and standard deviation, and the findings were considered significant at the P<0.05 significance level. All statistical calculations were made in SPSS 26.0 V. statistical package program.

There was no significant difference in the virtual classroom competencies of the participants according to the gender and age variables. It was determined that the virtual classroom management competencies of the participants showed significant differences in some sub-dimensions in terms of seniority, educational status and virtual classroom experience. The findings were discussed with the studies in the literature and suggestions were made for new studies that could be done based on the research findings.

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