Qualitative Examination of Classroom Teachers' Classroom Management Strategies

Abstract

he purpose of this study is to examine primary school teachers’ classroom management strategies from a qualitative perspective and to explore how these strategies are implemented, the challenges encountered, and the contextual factors influencing them. The research was conducted using a case study design. The study group consisted of 12 primary school teachers working in Ankara during the October–December period of 2025. Participants were selected through purposive and maximum variation sampling methods. Data were collected through a semi-structured interview form and analyzed using content analysis.

The findings indicate that teachers perceive classroom management not merely as a discipline-oriented process, but as a multidimensional structure shaped by preventive planning, communication- and relationship-based approaches, student-centered instructional practices, and contextual conditions. Frequently used strategies include establishing classroom rules collaboratively with students, creating routines, applying positive reinforcement, adopting empathy-based communication, and implementing motivational activities. However, crowded classrooms, time management difficulties, and insufficient parental cooperation were identified as major challenges.

In conclusion, classroom management is closely related to teachers’ professional experience, self-efficacy perceptions, and structural conditions of schools. Effective classroom management appears to be achievable through preventive, relational, and student-centered approaches.