The use of evidence-based classroom management strategies by elementary school teachers in Turkey

Abstract

One of the biggest issues in education today is classroom management, particularly in inclusive environments where students' demands are diverse. The literature suggests using management strategies and evidence-based approaches to manage classrooms effectively. This study aims to investigate how teachers implement evidence-based classroom management techniques in inclusive primary school settings. The data of the research were collected through an online questionnaire and semi-structured interviews. Within the parameters of the study, 103 participants who met the criteria for purposive sampling completed an online questionnaire, and 10 participants took part in semi-structured interviews. The results from the online questionnaire reveal that ‘clearly defining the classroom rules’ is the most often employed evidence-based classroom management technique by teachers. After a descriptive analysis of the data from the semi-structured views. Eleven themes and 35 sub-themes were identified. The findings were discussed and compared with the literature. Recommendations were presented. Keywords: Classroom management, evidence-based approach, inclusive education, integration, management strategies teacher behaviors;