Assessment of Teachers’ Classroom Management Profiles in First-Level Elementary Education

Abstract

The first aim of this study is to provide general information about the classroom management profiles, and the second aim is to assess teachers’ classroom management profiles in the first-level elementary education with respect to different variables. In the study, authoritarian, authoritative, laissez-faire and indifferent classroom management profiles are investigated. The study population consisted of 234 first- level elementary education teachers. The reliability analysis of the Classroom Management Profile Inventory demonstrated a Cronbach- alpha Coefficient of .87. The results indicate that teachers mostly preferred the authoritative classroom management profile. Furthermore, a statistically significant difference was observed at the 0.05 confidence level among some of the classroom management profiles in terms of teachers’ gender, professional seniority, socioeconomic condition of the schools they work and student numbers in the classroom.