AN ANALYSIS OF THE PRIMARY SCHOOL TEACHERS’ CLASSROOM MANAGEMENT STYLES IN TERMS OF SOME VARIABLES

Abstract

This study aims at analyzing primary school teachers' classroom management styles in terms of some variables. The cross-sectional survey model, one of the survey types, was used in the current study. The target population of the study consisted of the primary school teachers working in Isparta. The sampling held a total of 515 primary school teachers who were selected by the stratified sampling method. This study deployed Classroom Management Styles Scale as a data collection tool. Descriptive statistics and multivariate analysis of variance (MANOVA) were used during data analysis. The findings indicated that primary school teachers had a high level of participation in authoritative and laissez free classroom management styles, and a medium level of participation in authoritarian and indifferent classroom management styles. The findings also revealed a significant difference across primary school teachers’ authoritarian classroom management style in favor of male teachers and across authoritative style in favor of females. No significant difference was identified across teachers’ classroom management styles in terms of their grade level to teach, seniority, school type, graduation faculty and educational status.