MATH TEACHERS' PERCEPTIONS REGARDING CLASSROOM MANAGEMENT

Mehmet Fatih DARICAN¹

This study examines mathematics teachers’ classroom management approaches—democratic, authoritarian, and laissez-faire—working in the Başakşehir district of Istanbul Province. The research was designed using a survey model, and the study sample consisted of 102 mathematics teachers employed in secondary and high schools. Data were collected through a questionnaire comprising two sections and a total of 32 items. The first section included six items related to teachers’ personal characteristics, while the second section focused on classroom management approaches. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used to analyze the data. In addition, independent samples t-tests were conducted for comparisons between two groups, and one-way analysis of variance (ANOVA) was applied for comparisons involving more than two groups. All statistical analyses were performed using SPSS 20 for Windows. The findings indicate that mathematics teachers predominantly exhibit democratic classroom management behaviors, whereas authoritarian and laissez-faire approaches are observed at moderate levels. The results emphasize the role of democratic classroom management in fostering effective learning environments and enhancing students’ active participation in the instructional process.

Keywords
Mathematics Teacher, Classroom Management, Authoritarian Approach, Democratic Approach, Laissez-faire Approach,