Abstract
Teachers who do not strictly enforce classroom rules are likely to blame for the majority of disturbances that occur in schools. This research seeks to investigate the association between effective classroom management strategies and the disciplinary measures taken by primary school children. The study polled over six hundred and twenty-two Antalya educators. The statistical significance of the regression coefficient was determined using an analysis. Teachers' administrative abilities were significantly associated with the extent to which their students followed school policy. The results showed a positive correlation between teachers' first, second, third, fourth, and sixth classroom management dimensions and students' total disciplinary behaviour, while the fifth dimension showed an adverse correlation. According to research, there is a strong correlation between certain teacher qualities pertaining to classroom management and students' capacity to behave disciplined in class.
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