A Descriptional Content Analysis of National Studies on the Classroom Management Case

The purpose of the current was to conduct a descriptive content analysis of the national research studies on classroom management. In this study, the thematic and methodological aspects of the studies on classroom management were portrayed in-depth through an inductive approach. In this systematic review, printed and electronically published studies on classroom management between 1999-2019 were considered. Tags and templates were used as data collection tools. In the study, the content analysis method, one of the qualitative research methods, was used in order to examine the studies conducted in the field of classroom management between 1999-2019. This systematic review was conducted through the content analysis of a total of 300 studies researching the concepts of classroom management. A combination of quantitative and qualitative approaches was used in the data anaysis. The thematic-factual-conceptual contents of the studies were carried out by keyword analysis. A total of 4 study phenomena were identified and these are as follows: (i) classroom management approaches (ii) classroom management dimensions (iii) in-school factors in classroom management, (iv) out-of-school factors in classroom management. The reviewed studies mostly tended to use the qualitative model as a research method. The general designing approach emerges as a reaearch design type. Many studies included in the study obtained data from primary sources if a data collection process was carried out. Most of the sources of data were teachers and students. In this study, it is suggested to increase the richness of the techniques in data collection tools and analysis by increasing the diversity in the research methods of the articles on classroom management classroom.