Developing the Scale of Classroom Management Skills

Abstract

In general sense, management uses sources of organization voluminously to reach the common goals of the participants of the organization. Classroom management uses the sources of the classroom participant (student, teacher, school management) to be successful. Success at education may be reached if teacher, with the status of classroom manager, can perform management processes effectively. The most important factor at success at education is teacher’s level of classroom management skills. Classroom management skills cannot be dissociated from general management skills. Processes such as planning, coordination, organization, communication, making decisions, and prize-reward are also necessary for classroom management. Teacher’s success at these processes also determines his success at the teaching conducted with his students.

The study was conducted with 788 students chosen randomly from Trakya University. Varimax rotated exploratory factor analysis was used as scale development statistics to ascertain sub-dimensions. Item-total correlation coefficient and item-remainder correlation coefficient, Cronbach and Rulon coefficient were calculated to determine the reliability. The scale was found to be valid, reliable and available as a result of statistical procedures.