PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES

Özet

In this study, it is aimed to determine teachers‘ views of classroom management in theory and practice to help the development and implementation of new strategies to improve classroom management skills and to increase the quality of preschool education. The study sample consisted of 20 preschool teachers (19 women; 1 men) who have been working in public and private kindergartens within the central district of Muş in Turkey for 1 to 17 years. According to results, participants’ self-assessments of using reward and punishment strategies in classroom management show that Teacher Determination is the most important factor in the structuring, determination and implementation of all other strategies used in classroom management. It is recommended that new approaches be developed in classroom management based on digitalization and Education 4.0. Teachers should be trained on different management strategies such as robot teachers, gamification and inverted classes.