Abstract
Teachers who fail to adequately enforce classroom rules may be the cause of most classroom disruptions in schools. Primary school students' disciplinary actions are the focus of this study, which aims to examine the relationship between positive classroom management practices and these outcomes. In order to gather data for the research, more than 620 teachers from Antalya were interviewed. A statistical analysis was performed to ascertain the significance level of the regression coefficient. Teachers' administrative skills significantly correlated with students' adherence to rules and regulations. The results indicated a positive correlation between students' overall disciplinary behavior and the first, second, third, fourth, and sixth dimensions of classroom management, but a negative correlation with the fifth dimension. Research reveals a significant correlation between certain instructor competencies related to classroom management and students' ability to act disciplined in class.
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