Abstract

The purpose of this study is to determine teachers‟ classroom management skill levels, and to compare classroom management skills of teachers who are graduated from Faculty of Education and other faculties. In addition, it is aimed to determine whether teachers‟ management skills differ based on some variables. For this purpose, we chose teachers who work in elementary schools, secondary schools and high schools in Şanlıurfa province in central districts. This research is a quantitative research. With descriptive survey was conducted using a single model and relational techniques. In the study universe consisting of 8389 teacher and it was conducted on a sample consisting of 589 teachers. Research on material developed by the researchers consists of 49 5-Point Likert-types 'Classroom Management Skills Scale was used. The results indicate that that most of the time, teachers were able to carry out classroom management skills. The research also shows that teachers‟ classroom management skills do not differ according to gender, age, branch, participating in in-service training on classroom management, type of school, classroom size and using visual technological tools. It also indicates that teachers‟ level of ability, concerning classroom management, differs according to the teachers‟ marital status, professional seniority, the faculty that he /she graduated, reading book about classroom management and education style of the schools that they work. It is underlined that teachers who have professional seniority over 21 years have higher classroom management skills than those who have professional seniority 6-10 years. It is also underscored that the marital status of teachers has significant impact on their classroom management skills; married teachers‟ classroom management level is more advanced than that of single teachers. In addition, teachers who read book about classroom management are more skilled than those who do not do so. Besides, teachers who work in schools with normal education are more talented about classroom management than teachers who work in schools with dual one. According to teachers' classroom management skills; Teachers with seniority 21 years or older, who are married to teachers, classroom teachers, reading about books that have been identified by management and the benefit of teachers working in schools with regular training. Research results further show that not only teachers who graduated from the faculty of education but also teachers who graduated from other faculties (Faculty of Arts and Sciences, Faculty of Theology, Faculty of Engineering, etc.) have advanced ability about classroom management. In other words, teachers‟ classroom management skill levels do not differ significantly according to the “graduation from the faculty of education”.