Teachers’ Perspective on Classroom Management in Primary Education - A Case Study

The current article tries to give teachers’ perspective on classroom management by the research method of content analysis. This method combines both qualitative and quantitative features, such as tables, which are presented below. Teachers through study seem to be aware of the factors that are connected to classroom management, and also seem to come very close to how classroom management is defined in the contemporary literature a fact that is very encouraging. Nevertheless, what is important to be mentioned, is that teachers do strongly express their need to be further trained on how to succeed effective classroom management.