Investigation of teachers’ point of view about reflecting the quality of school life for classroom management

This is a qualitative study investigating the teachers’ view about the influence of the school life’s quality for the teachers’ classroom management behavior. The research involved 10 participating teachers, three of whom working at a primary school, four of whom working at a secondary school and three of whom working at a high school in the town of Tercan in Erzincan. The data was collected through interviews and analyzed by a descriptive content analysis. According to the results of the study, positive feelings about the school encourage teachers to be more active while negative feelings cause them to employ more interventionistic human and behavior management methods. Positive relations among teachers enable teachers to make interdisciplinary connections more easily whereas negative relations cause depression and decrease the efficiency of the lesson. Good communication between teachers as well as between teachers and students empowers teachers to become more active in teaching and more positive in classroom management while communication problems cause teachers to move away from the students and to react more authoritarian. The structure of the syllabus forces teachers to conduct their lessons test-oriented, which leaves emotional impressions such as anxiety, stress and tiredness on the teachers. A negative attitude of the school administration towards the teachers causes teachers to be more authoritarian and to execute their lessons not effectively while negative behavior towards the students causes them to be more protective about the students and impedes discipline. © The Turkish Online Journal of Educational Technology