Abstract
The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the data. Research findings were analyzed to help undergraduate programs and educators revise their program or practicum experiences to enhance preservice teachers' conceptual understanding of classroom management for successful teaching.
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