Developing the Scale of Classroom Management Skills *

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.


Introduction
It is of utmost importance to ensure and maintain the order determined in the teaching process (Beaty-O'Ferrall, Green & Hanna, 2010) which is a complex process.In this respect, the teacher must be successful in the classroom management, which is seen as the heart of education and teaching in the school environment (Ada, 2005).
The classroom is a private living space where the teacher and children are confronted and educational activities take place.The vast majority of the training period takes place in this area of life and the experiences in the classroom are of great importance in terms of the impact on the child's behavior, so teachers need to be trained not only as educators but also as effective class managers (Sadık, 2016).
According to Turan (2008), classroom management creates a positive learning climate in the classroom, providing the opportunity for students to express themselves freely and to reveal their potential.In other words, classroom management is to carry out teaching activities effectively to bring children to achievements (Çalık, 2012).
The classroom environment is a place of social interaction, so it is not possible to control every event.During the course, a group of students may try to learn as much as possible from the course.However, some students contact with their friends irrelevant to the course, and may have the opportunity to prevent activities planned in line with the purpose of the course.In addition, some students cannot pay their attention to the lesson or participate in learning activities (Korkmaz, 2005).Classroom management, a process that allows teachers to control the learning and management of their classes, enables teachers to advance their classes and prevent disruptions from occurring.By using effective classroom management techniques, teachers can control the direction and learning style of their class so that students can learn in an effective environment without discomfort or distraction.In this context, effective classroom management creates and maintains a regular environment in the classroom, increases meaningful academic learning and facilitates social and emotional growth, reduces negative behaviors and increases academic time (Kratochwill, DeRoos & Blair, 2009).In fact, as Çayak&Ergin (2015) states, while the aim of the teachers in the education process is to bring behavior change in the desired direction, the situations expressed as unwanted behaviors in the students may adversely affect the teacher in the teaching-learning process and prevent the learning of other students.
Classroom management is a process that involves different activities carried out by both the teacher and the students, as well as a process that teaches the students both the needs and abilities and the lessons that should be compatible with the pre-determined teaching objectives (Delceva -Dizdarevik, 2014).Evertson and Weinstein (2006) define the actions that teachers take as in order to create a supportive environment for their students' academic and social-emotional learning as classroom management, and explain five types of action in this regard.These are stated below to achieve a high-quality classroom management; • Teachers should develop care and supportive relationships with students, and among students, and organize and implement training to optimize students' access to learning.
• Teachers should encourage students to participate in academic tasks using group management methods.
• Teachers should encourage students to develop their social skills and self-regulation.
• Teachers should be able to use appropriate interventions to help students with behavior problems.
In some cases, teachers can also be effective in the negative behaviors of students.Not preparing adequately for the lesson, not being fair, showing negative attitudes towards students, not showing enough interest, not using time effectively, showing lack of use of teaching materials, not reacting appropriately to student needs, not being able to understand, not using enough reinforcement, not setting rules and boundaries, not being neutral among students, not seeing some students, keeping some of them more, and similar teacher practices are important factors that lead to negative behaviors of children (Aksoy, 2000).Therefore, preserving the classroom order in achieving education and training objectives is one of the skills and responsibilities teachers should have.In fact, as Şişman (1999) states, classroom management is to provide and maintain appropriate conditions for learning by making necessary physical and other resource arrangements.Teachers who use classroom management effectively, such as teaching effectively, rewarding appropriate behaviors, imposing sanctions on inappropriate student behaviors, adapting courses according to student characteristics, and effectively using the duration of lessons can increase student achievement and desired behavior (Yıldız, 2017).Effiong (2007) proposes that teachers can cope with these destructive behaviors in the classroom and minimize them through effective classroom management in order for effective classroom management to take place.
Classroom management means where and with whom the students should sit; which teaching methods will be followed; how to ensure motivation and student participation; which materials to use; how to deal with wrong behaviors and so on.(Emmer & Gerwels, 2005).Effective class management is the management of class and human life as an orchestra.The role of the teacher is being a conductor who supports democracy and creativity, and then shares this conduct with the students (Başar, 2009).For this reason, more importance should be given to classroom management in teacher training programs, one of the most basic skills that teachers need to have for effective teaching to prepare them to be competent and effective in managing today's classes with various learning groups (Oliver & Reschly, 2007).

Method
The aim of this study is to develop a scale to determine teachers' classroom management skills.The study was conducted with 788 students chosen randomly from Trakya University 2015-2016 spring semester Faculty of Education all 4th grade students, and Pedagogical Formation Program Students."The scale of classroom management skills", prepared by the researcher, has been used as a means of data collection.The scale consists of 33 questions with 4 degrees.
Varimax rotated exploratory factor analysis was used as scale development statistics to ascertain sub-dimensions.For each subscale internal consistency was determined by item-total correlation coefficient and item-remainder correlation coefficient.Similarly, t-test was applied between upper and lower quartiles to ascertain the power of discrimination.Cronbach and Rulon coefficient for scale and sub-dimensions were calculated to determine the reliability.As a result of the statistical operations, it has been proved that the scale consisting of 4 positive, 2 negative attitudes, totally 6 sub dimensions, is valid, reliable, and usable.High points indicate positive classroom management skills.

Results
Exploratory factor analysis was used to determine the construct validation of the scale.The suitability of the data for factor analysis was assessed with KMO and Barlett tests and it was detected that they are statistically appropriate (Table 1).Factors and the items they contain were identified according to varimax rotated factor analysis.It has been ascertained that the scale has 6 factors.(Appendix B Table 6).
The factors determined by factor analysis, including positive and negative skills and their meanings are as follows; Table 3) Item-total correlation and item remainder coefficients were calculated to determine internal consistency between dimensions.Rulon=0.837, and Cronbach =0.731 were found in order to question the relation between total factors and the sum of the scale.According to these analyses, it was seen that there is an internal consistency between all factors and the sum of the scale (Table 4).0,731 For each factor internal consistency was determined by item-total correlation coefficient and item-remainder correlation coefficient, Rulon, Cronbach  coefficients.According to these analyses, it was seen that there is an internal consistency between all items and their factors.(Appendix B Table 7-11).t-Test was used to analyze the difference between upper and lower quartiles to determine people with high level skills and low level skills.According to results, it was seen that all factors are suitable to distinguish low and high skills levels (Table 5).

Table 1 .
KMO and Bartlett'sTest been formed where components whose eigen values above 1 to be selected.Principal component analysis was used as an extraction method.6componentsexplain 52,690% of the total variance cumulatively (Table2).

Table 4 .
The Analysis Of Internal Consistency Between Dimensions

Table 5 .
Discriminant coefficients for Subscales was used to ascertain discrimination power of high and low level skills for everyone.According to results it was seen that all items are suitable for distinguishing between people with high and low level skills (Appendix B Table12-16).As a result of the all statistical analyses it has been decided that the scale consisting 6 factors and 33 items is valid, reliable, and useable.24thitemsshouldbeassessedreverse, all the other items should be valued straight.In positive content factors (F1, F2, F3, F6) high score indicates positive classroom management skills.In negative content factors (F4, F5) low score indicates positive classroom management skills.Şişman, M. (1999).Öğretmenlik Mesleğine Giriş.Ankara: Pegem A Yayıncılık.Yıldız, N. G. (2017).Classroom Management and Student Achievement: A Study on Five ElementaryClassrooms. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 7(1), 155-183.Below some expressions are given related to one teacher's classroom management skills.Answer the expressions below sincerely by putting  only one of the options according to the conformity degree of you.Do not answer if you are indecisive, or do not have any idea.