Examination Of Problems Experienced By Preschool Teachers In The Classroom Management Processes

Abstract

The aim of this study is to identify the challenges faced by preschool teachers in classroom management processes and to reveal the impact of these challenges on the educational environment and children's development. Since this study aims to determine the challenges encountered by preschool teachers in classroom management processes, it was conducted as a qualitative case study using a survey model. The study group consists of teachers pursuing master's degrees at Turtep. In this study, the interview method was employed to identify the challenges faced by preschool teachers in classroom management processes. For data analysis, content analysis, one of the qualitative research methods, was used. According to the findings, teachers stated that issues such as student discipline problems, lack of attention, parental interventions, technology addiction, and insufficient use of materials disrupt classroom order and negatively affect the teaching process. These problems were found to occur more frequently during group activities, at the beginning and end of lessons, in long-duration classes, and in lessons involving the use of technological tools. The underlying causes of these problems were identified as disrespectful behaviors, lack of interest in lessons, peer bullying, rule violations, and distracting actions by students. Suggested solutions primarily include increasing guidance activities, maintaining regular communication with parents, limiting the use of technology, and clarifying classroom rules. In conclusion, it was determined that solving classroom management problems requires critical collaboration among students, parents, and school administration, and that the effectiveness of technology use and guidance services should be enhanced.