The purpose of this study is to examine the level of primary school teachers' classroom management skills and whether classroom management skills differ according to some demographic features. Screening model was used in the research. The universe of the research consists of primary school teachers working in official primary schools in Istanbul. The sample consists of 419 classroom teachers working in 27 primary schools selected among the primary schools in Avcılar and Esenyurt district of Istanbul. SPSS 25 program was used in the analysis of the data. Arithmetic mean and standard deviation were calculated, independent group T test and variance analysis (ANOVA) were performed. It was determined that the arithmetic mean values of all sub-dimensions were very high in the classroom management skills scale of classroom teachers. Primary school teachers' classroom management skills show a statistically significant difference according to gender variable in terms of overall teaching and learning process, communication and behavior management sub-dimensions. This significant difference is in favor of female primary school teachers of all sizes. Primary school teachers' classroom management skills do not differ significantly according to age, marital status, education level, and ‘seniority in the school where she works’ variables.
primary school teacher, classroom management, classroom management skill