摘要：Classroom management, composed of a complex process in which instructional activities
are conducted, is affected by a number of variables. One of them is teachers' classroom management
behaviors one of the most important determinants of student achievement. After all, the purpose of this
article is to discern which classroom management behaviors teachers’ display, and how those behaviors
are formed in relation to which characteristics of teachers. The research was conducted at 12 primary
schools in Buca, Konak and Bornova- the metropolitan districts of İzmir and a total of 198 teachers were
randomly selected. The data of the research were collected through “The Classroom Management Scale”,
developed by the researchers. The scale consists of seven sub-dimensions and 40 items. The validity and
reliability studies of the scale were done, and the Cronbach Alpha Reliability Coefficient was found to be
0.90. The research has shown that teachers' classroom management behaviors in different subdimensions
vary significantly in terms of gender, branch, and experience.
