Abstract
The purpose of this study is to examine the relationships between teachers' classroom management concern and pupil control ideologies. In this context, research design, general survey model and relational model were preferred. The universe of the research consists of 8957 teachers working in official schools in the Malatya province. The sample of the study, on the other hand, consists of 546 teachers who were determined using the stratified sampling method. The data of the research were collected from the teachers after obtaining the necessary permissions by the researcher. In this context, a questionnaire form consisting of two parts was used. The first part is based on demographic information (gender, years of service and school level), the second part is from the "Classroom Management Concern Scale” and "Pupil Control Ideologies Scale. As a result of the analysis, it was determined that teachers' pupil control ideologies average scores differed significantly.
 
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Highlights
The purpose of this study is to examine the relationships between teachers' classroom management concern and pupil control ideologies
The results and interpretations obtained in this study, which aims to determine the relationship levels between the classroom management concern and pupil control ideologies of teachers working in the municipal boundaries of the central districts of Malatya, are shown and interpreted in tables below according to the aims of the study
When the findings in the table are examined in terms of classroom management concern, it is seen that the lowest mean score obtained is "1", the highest mean score is "5", and the standard deviation of the arithmetic mean of the scores obtained by the participants from this scale is "1.03"
Summary
They may encounter situations that cause concern regarding salary, promotion, and career advancement. It can be stated that this situation will affect their indifference towards their work and the general performance of the schools. A teacher's high level of concern can lead to frustration, aggression, stress, tension, avoidance of work, and absenteeism. It decreases the performance levels of teachers and students. The consequences of concern in teachers affect teachers psychologically, physiologically and socially, and negatively affect the individuals they interact with
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