Lise Öğretmenlerinin Sınıf Yönetimi ve Yaşadığı Sorunlar Hakkında Görüşlerinin İncelenmesi

Araştırma Makalesi

Abstract

The main purpose of this study is to identify the difficulties teachers encounter in classroom management and to understand the strategies to cope with these difficulties. In order to achieve this purpose of the study, a case study model, one of the qualitative research methods, was used. The study group of the study consists of 15 high school teachers from different branches working in Batman province. A semi-structured interview form was used as the data collection tool in the study. The interview form was developed by making use of the findings in the literature and previous studies on classroom management. The obtained data were analyzed with the content analysis method. The general views of high school teachers on classroom management and the problems they encounter were examined in the study. Teachers consider classroom discipline, student motivation and teacher-student relationship as the basic elements of classroom management. Ensuring discipline and high student motivation contribute to more efficient lessons. However, the contribution of educational technologies to classroom management was emphasized by fewer teachers. The most common problems are distraction, indiscipline, student disinterest and time management difficulties. Teachers mostly use motivation and disciplinary rules in coping with these problems. Individual approaches and effective use of technology are also among the methods used in classroom management.