Akademik Veri Yönetim Sistemi
BILIG, sa.44, ss.123-142, 2008 (SSCI)
Classroom management involves systematically planning, organizing, applying, and evaluating certain principles, concepts, models and methods in order to attain expected educational goals. Managing and organizing the instructional environment are among the major responsibilities of a teacher. The teacher is also the most significant factor in the process of realizing educational goals. As the teacher becomes more efficient in classroom management skills, he/she also becomes a better leader and manager of students' learning efforts. The major aim of this study is to determine what teachers think about their own classroom management skills. In this study the following skills constitute classroom management: 'field mastery', 'target behaviour', 'in-class leadership', 'planning', 'in-class communication', 'inappropriate behaviour management', 'activity management', time management' and 'evaluation'. The research has been carried out on a sample group of 305 teachers working in Eskisehir. The study has revealed that teachers find themselves most effective in 'field mastery' and least effective in 'planning'.