Examination of Classroom Management Skills of Primary School Teachers with Students Under Temporary Protection in The Class

Abstract

In this study, the aim is to examine the classroom management skills of primary school teachers who have students under temporary protection in their classrooms, in relation to various variables, and to explore their perspectives on classroom management. The research was conducted using an explanatory sequential design, one of the mixed method approaches. In the quantitative phase, the screening model was employed, while criterion sampling was utilized in the qualitative phase. In the quantitative part of the study, 400 primary school teachers working in the central districts of Şanlıurfa through stratified sampling, and in the qualitative part, the study group consists of 18 participant teachers selected from these schools. Classroom Management Skills scale was used in the quantitative part and Interview Form was used in the qualitative part. In the quantitative part of the study, it was shown that classroom management skills were at a very high level; the branch, the districts where they worked, the number of UTP students in their classes did not make a significant difference on classroom management skills, but age and whether they had UTP students in previous years made a significant difference in classroom management skills. In the qualitative part, teachers stated that they did not stick to a single method and technique in different dimensions of classroom management skills and that they faced obstacles in the implementation of skills and put different solutions.