A study on the implementation frequency of classroom management strategies by preschool teachers and how useful teachers find them

Abstract

In this study, it is aimed to determine the classroom management strategies used by preschool teachers and to detect how useful they find these strategies. The screening model, which is among the quantitative research methods, was used in the study. The study group constitutes of 72 pre-school teachers, who work private and state kindergartens in Ankara and who take part in TUBITAK Project entitled the Years (The Incredible Years-IY) Teacher Classroom Management Adaptation Program of Classroom: Turkey Sample. Teacher Classroom Management Strategies Questionnaire and the Personal Information Form were used as data collection tools in this study. In this study, only the data on the Specific Teaching Techniques Scale of the questionnaire were evaluated. Descriptive statistics and paired samples t-test were used to evaluate the data. As a result of the study, it was found that teachers used both developing and compulsive dimensions as classroom management strategies. However, teachers reported that although the developing dimension of classroom management strategies was more beneficial than the compulsive dimension, they did not frequently use strategies for the developing dimension. As a result, it has been determined that preschool teachers use compulsive classroom management strategies more frequently although they do not find it useful.