Özet:
One of the most important competencies for modern-day teachers is being able to
effectively manage a classroom. Classroom management techniques are among the
most important tools that teachers can use to create classroom environments where
high-level learning takes place. Leadership in educational institutions is, as a result
of its avowed importance, one of the topics that is highly emphasized. The primary
aim of this study is to determine the relationship between the leadership behaviors
and classroom management tendencies of elementary and middle school teachers
who work in private schools. This study was conducted using the relational screening
model; the data from this study was obtained from teachers working at five different
private schools in Ankara province during the 2015-2016 academic year. Both the
25-item Teacher Leadership Scale (2010) developed by Beycioğlu and Aslan, which
includes three dimensions of teaching and learning, and the 47-item Classroom
Management Tendencies Scale (2012) developed by Sivri, which includes five
dimensions of teaching and learning, were used. The data was analyzed using
arithmetic mean (x), standard deviation (S), frequency (f), percentage (%), the Pearson
Product-moment Correlation Coefficient (r), ANOVA, t-tests, and Regression Analysis.
The findings from the study indicate that, in general, there was not a significant
difference between the sexes in terms of their perceptions and expectations regarding
leadership in teaching, nor was there any appreciable difference in their classroom
management tendencies. Perceptions and expectations regarding teacher leadership
are seen as a meaningful predictor of classroom management tendencies. There was
a highly positive correlation found among the average of classroom management
tendencies with regard to programs and planned activities and a number of different
aspects of teaching including management of student relations, the physical layout
of the classroom, and time management. In order to be able to contribute to the
development of students and colleagues, both from an academic and a behavior
management point-of-view, the concept of teacher leadership needs to be evaluated
as a whole which encompasses institutional development, collaboration among
colleagues, and professional development.
