According to Special Education Teachers, School Principals' Responses to Classroom Management Investigating the Effects

Introduction: The aim of the study was to investigate the effects of school principals on classroom management according to special education teachers.

Materials and Methods: In this study, phenomenology research design, one of the qualitative research methods, was used. 15 special education teachers were interviewed and the data were obtained using a "Semi-structured Interview Form". The data were coded and categorized, and expert opinion was consulted by using descriptive and content analysis techniques in the analysis. Miles and Huberman's (1994) [7] reliability formula was used in reliability calculations.

Results: The importance of knowing the concept of classroom management well, the need to use the classroom management process effectively, and the positive contributions of school principals to the classroom management process were observed.

Conclusion and Evaluation: At the end of the research process, it was concluded that the majority of special education teachers saw the physical arrangement of the classroom as a measure taken at school for classroom management, rewarding positive student behaviors contributed to classroom management, applying sanctions in school/classroom rules contributed to classroom management, and the school principal's classroom visits contributed to classroom management. In addition, it was observed that the school principal established good communication with parents and coordinated with the guidance service while finding solutions to the problems encountered in the classroom discipline process.