Knowledge Levels of Teachers with Refugee Students in Their Class Related to Classroom Management

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Introduction
Turkey has been facing one of the largest migrations in its history due to its geographical location after wars and internal disturbances in the close neighboring countries as a result of pursuing moderate humanitarian policies towards opening borders to the people who are victimized by the government.Indeed, some of Turkey's southern provinces were forced to accommodate Syrian refugees twice as much of their population (Red & Dönmez, 2017).According to the reports of the United Nations High Commissioner for Refugees (UNHCR) belong to December 2020, Turkey hosts approximately 4 million refugees including 3 million 600 thousand Syrians, 170 thousand Afghans, 142 thousand Iraqis, 39 thousand Iranians, 5 thousand 700 Somalis and 11 thousand 700 of other nations (UNHCR, 2020).
Refugee students have negative experiences in adapting to a different culture with different values, ethical principles, traditions and customs from their own culture (Reid & Dixon, 2012).Causes such as cultural shock, lack of social support, language and communication-based barriers, longing for the country, and the feeling of loneliness can be considered as the main reasons for the problems of refugee students (Almurideef, 2016).Negative situations such as stress, physical pressure, feeling of exclusion, role confusion, and frustration experienced by refugee students (Kwadzo, 2014) may adversely affect the level of academic achievement, attendance, class adaptation and social life of these students and make classroom management difficult for teachers.
Classroom management knowledge and skills are among the most important skills that teachers should have in order to create effective education and training environments (Charles, 1996;Levin & Nolan 1991;Wang, Haertel & Walberg, 1994).It is possible to define classroom management as the activities of teachers to create an environment that facilitates and supports academic and social/emotional learning (Evertson & Weinstein, 2006).In other words, classroom management is the whole of the teacher's activities in order to establish the classroom order and to ensure the participation and collaboration of the students (Emmer & Stough, 2001).Classroom management is the management of all aspects of life in the classroom like an orchestra (Lemlech, 2011).
The teachers of the classes with refugee students are expected to be aware of the managerial processes such as tolerating these students' actions that cause problem, providing a healthy communication and interaction among all the students in the class, making conclusive decisions, providing coordination, planning activities, organizing the students for the determined goals and evaluating the results.For an effective educational activity, there is a need for an appropriate classroom environment, a qualified teacher, effective management, a cooperation of the school, the student and the parent, and an order established with mutually determined classroom rules.To ensure this order, all teachers need to have knowledge and skills in classroom management.
It can be said that the quality of education depends largely on the quality of classroom management (Evertson & Harris, 1992;Demirel, 2017).In this context, teachers who do not have effective classroom management skills may not be effective in the learning-teaching process, while having good classroom management knowledge and skills can help teachers cope with many difficulties.It can be said that the ability to educate students in the desired direction depends on the successful management of the classroom (Başar, 2014) and the success of the management in the classroom directly depends on the teacher (Yılmaz, 2008).Classroom observations and teacher interviews show that a majority of the teachers' problems stem from the lack of effective classroom management strategies carried out by teachers (Evertson, Sanford & Emmer, 1981).It can be said that with effective class management, a large part of the problematic activities of refugee students will be prevented and their participation in class activities will increase (Soodak, 2003).
Being considered the first step of education, the primary school has an important place in human life.In this regard, the education of refugee students who continue their lives and primary school age in Turkey is of great importance.Refugee children in primary school age have serious problems in expressing themselves, communicating with their friends and teachers, understanding the lessons (Güngör & Şenel, 2018), reporting the problems they have experienced in school and sharing with their teachers and friends (Kasdemir, 2010).It can be said that teachers' attitudes, management approaches and knowledge of classroom management are closely related to refugee students' adaptation and to ensure that they get rid of the negative effects they experience.When the literature is examined, it is seen that previous studies are related to age groups older than primary school level and that the target audience is mostly limited to Syrian students (Başak, 2011;Derman, 2010;Gürle, 2012;Özer, Komşuoglu & Ateşok, 2016;Polat, 2012;Sarıtaş, Şahin & Çatalbaş, 2016).Lack of multidimensional studies on classroom management problems of primary school teachers with refugee student(s) in their classrooms indicates a gap in this area.
It is thought that this study shall provide the basis for the researches related to classroom management and refugee students and that the data obtained shall lead to studies examining effective classroom management practices by drawing attention to teacher behaviors towards refugee students and the importance of effective classroom management.In this context, it is thought that this study shall contribute to the field in order to inform the primary school teachers who have refugee students in the classroom about class management, to enlighten them about effective classroom management strategies, and to determine the methods and techniques that can be used in problem-solving classroom management.It is considered that this research is also important in terms of revealing problems related to classroom management during the education process in classrooms where there are refugee students in primary schools, and providing an insight to educators, families and policymakers about the solutions related to these problems and producing effective solutions.
This study aims to determine the knowledge level of primary school teachers with refugee student(s) present in their class related to classroom management and to determine whether this knowledge level varies depending on their gender, the type of school they graduated from, their seniority and whether they have received training in classroom management (courses, seminars, etc.).For this purpose, the following questions were addressed: 1. What is the knowledge level of teachers with refugee student(s) in their class related to classroom management? 2. Is there a significant relationship between the knowledge level of teachers with refugee student(s) in their class related to classroom management and their genders?3. Is there a significant relationship between the knowledge level of teachers with refugee student(s) in their class related to classroom management and the school they graduated from? 4. Is there a significant relationship between the knowledge level of teachers with refugee student(s) in their class related to classroom management and their seniority?5. Is there a significant relationship between the knowledge level of teachers with refugee student(s) in their class related to classroom management and whether they have received training or not?

Method Research Model
This research is based on a survey model.The event, individual or object under investigation is attempted to be defined in its own circumstances and as it is in the survey model which aims to describe a situation that is present now or was existent in the past as is, (Karasar, 2019).

Participants
The study group of this research consists of 62 primary school teachers working in primary schools in Altınordu district of Ordu province during the 2018-2019 academic calendar.The criterion sampling method, one of the purposeful sampling methods, was used to determine the study group.The criterion sampling method, defined as the study of all cases that meet a predetermined set of criteria (Yıldırım & Şimşek, 2018) is to form the sample from individuals, events, objects or situations with identified qualifications related to the problem (Büyüköztürk et al., 2018).In this research, being a primary school teacher and having a refugee student(s) in their class were determined as the selection criteria.There are minimum 2 and maximum 4 refugee students in the classes of the participant teachers.Demographic characteristics of the participants are given in Table 1.  1 is examined, it is seen that the majority of the participants are men, the majority of the participants who graduated from the primary school teaching department of education faculties are the majority, the highest number of participants have 16-20 years of professional seniority and most of them have not received training in classroom management.

Knowledge Level Measurement Test
In the quantitative dimension of the research, "Classroom Management Knowledge Level Test" was used to determine the knowledge level of teachers regarding classroom management.While developing this test, the related literature was reviewed, the relevant legislation was examined and a multiple-choice trial form of 67 questions was developed based on expert opinions.The test was given to two faculty members who are experts in measurement and evaluation, and their criticisms, opinions, and suggestions were obtained independently.The test, which was rearranged according to the opinions and suggestions of the experts and reduced to 57 questions, was pre-tested on 25 primary school teachers who were not included in the sample but had close characteristics.In order to ensure compliance with the language rules, the test was checked by two professors who are experts in the field of Turkish language and three Turkish teachers, and 8 questions that were not understood or misunderstood by the participants were excluded from the test.After the pre-test and the language control were completed, the test was re-applied to 31 primary school teachers and the upper 27% and lower 27% groups were formed according to the data obtained from the application.Discrimination and difficulty indices of the items in the test were calculated according to the answers given by the participants.As a result of the analyses, 15 questions with a discrimination index and item difficulty index below .25 were excluded from the test.It can be said that items with difficulty indexes of .25 and above are successful in discriminating the participants who know and who do not (Turgut & Baykul, 2015).
As a result of the corrections, the average item difficulty index of the final test, which consisted of 34 items, was calculated as .49and the average discrimination index as .55.The reliability coefficient of KR-20 (Kuder Richardson-20) was calculated as .88.The applied test was divided into two equivalent parts/halves according to the single and double question numbers, and the reliability coefficient of the test was calculated by using Sperman-Brown's split-half method.The split-half reliability coefficient was found as .84while the reliability coefficient of the whole test was found as .89.The test was re-applied to the same participants two weeks later with the test-retest method, and the correlation between the scores of the participants was found to be .88.The Cronbach's alpha reliability coefficient of the 34-item final test was calculated as .92.
It can be said that these calculated values are high values for the reliability of the test (Büyüköztürk, 2016;Tan, 2009;Tavşancıl, 2014, Tezbaşaran, 2008).

Interview Form
A semi-structured interview form consisting of open-ended questions was formed by the researchers to find out what should be done to determine how 15 primary school teachers of class teachers with refugee student(s) in their class who have a high knowledge level (good and very good) have acquired this knowledge and to enhance teachers' knowledge level related to classroom management.The semi-structured interview forms consist of certain questions and the participants answer these questions in the manner they want and express their personal thoughts clearly (Yıldırım & Şimşek, 2018).During the interviews, the teachers were asked two questions about how they have acquired the knowledge related to classroom management and what could be done to enhance their knowledge level related to classroom management.When preparing interview questions, care was taken to the fitness for purpose, to ensure that they support the sub-problems and to the clarity.The draft interview, which was formed by taking the opinions of two lecturers who are experts in the subject, was tried on four teachers who were not included in the sample but had similar characteristics and thus the problems encountered were solved.

Data Collection
In this research, quantitative and qualitative research techniques were used to collect data."Classroom Management Knowledge Level Measurement Test" was used as a quantitative data collection tool while "Interview Form" was used as a qualitative data collection tool.The "Classroom Management Knowledge Level Measurement Test developed by the researchers in order to determine the knowledge level of teachers about classroom management was distributed to the participants and the test was answered under the supervision of the researchers.The response time of the test was 40 minutes.
During the interviews, teachers with a high knowledge level about classroom management were asked about how they acquired information about classroom management and how teachers could increase their knowledge level about classroom management.The interviews, which lasted about 10 minutes, were held in a designated room at the school.The real names of the participants were not used due to the idea that it would not be appropriate in terms of work ethics and morals; teacher names were coded as T1, T2, . . ., T62.
The principles of scientific research and publication ethics were meticulously followed in the study; for this purpose, permission was obtained from the relevant institutions for the research, the participants were informed in detail about the research and the informed consent form was signed.During the research process, protecting the biological, psychological, sociological and legal assets of the participants and respecting their original will was determined as the first priority and volunteerism was taken as a basis for participation in the research.During the research process, voice recordings of the participants were made and notes were taken by obtaining permission.The spaces, facilities and devices provided for research were not used out of purpose; data and information obtained from individuals and institutions were used as permitted and as permitted, the confidentiality of this information was respected and the information was protected with precision.During the research process, the participants were not guided in any way and the researcher maintained the neutrality to the maximum.All research data were archived in a safe and easily accessible manner, and the research data were obtained by means of proven reliability and validity.

Data Analysis
Quantitative Data Analysis Each scale was given 1 point for each correct answer and 0 points for every wrong answer, and those who scored between 0-4, 5-12, 13-21, 22-30, and 31-34 were grouped as "unknowledgeable", "slightly knowledgeable", "moderately knowledgeable", "knowledgeable", "very knowledgeable", respectively.In the study, frequency, t-test, one-way analysis of variance (ANOVA), and Scheffe multiple comparison test were used to analyze the data obtained.The t-test was used to compare the mean values of the two groups to determine if there was a significant difference between them, and one-way analysis of variance (ANOVA) was used to compare more than two groups.In addition, Scheffe multiple comparison test was used to compare group means as a result of variance analysis.

Qualitative Data analysis
Qualitative data obtained through interviews were analyzed by taking into account the similarities and closeness of the responses.The quantification of qualitative data occurs when the data obtained through interviews, observations or document analysis is passed through certain processes and converted into numbers or figures (Yıldırım & Şimşek, 2018).In the analysis of the qualitative data obtained, the descriptive analysis approach was preferred.In the descriptive analysis approach, the data are summarized and interpreted according to the interview questions and direct quotations are made from the opinions of the interviewees (Yıldırım & Şimşek, 2018).The reliability of the data obtained from the study was performed through participatory confirmation, peer review and intercoder reliability processes (Boyatzis, 1998;Cresswell, 2013;Lincoln & Guba, 1985;Miles, Huberman & Saldana, 2018); The validity and reliability of the qualitative dimension of the research was tested in the light of credibility, transferability, consistency and validity criteria (Yıldırım & Şimşek, 2018).In order to ensure the reliability of the interviews, the audio recordings of the interviews were analyzed at two different times and the agreement percentage in both analyses was determined as .88.
In addition, since the involvement of a peer expert in the research process allows for a more comprehensive data analysis (Lincoln & Guba, 1985), a faculty member took part as co-expert in the research, and the texts containing the views of the participants were examined separately by both researchers and co-experts, and productive discussions were conducted.In order to ensure the reliability of multiple coders in the research, in addition to the researchers, a teacher who had a doctorate degree in the field of measurement and evaluation in education was assigned the role of the coder.The written texts prepared by the researchers and other coders for the analysis and classification of the participants' responses were examined and compared, and 86% of consistency/agreement was determined in the comparison.Since the verbal speeches transcribed to written text, which were taken back to the owner and studied, strengthened the accuracy and validity of the data (Silverman, 2006), the audio recordings that were converted to written text and classified by the researchers were confirmed after being checked by the participants.

Findings
Knowledge Level of Teachers with Refugee Student in Class Regarding Classroom Management.
Table 2 presents data on the knowledge level of primary school teachers with refugee student(s) in their class regarding classroom management.When Table 2 is examined, it is seen that 6.45%, 41.94%, 27.42%, 17.74%, and 6.45% of teachers are "unknowledgeable", "slightly knowledgeable", "moderately knowledgeable", "knowledgeable", and "very knowledgeable", respectively.It is also seen that when unknowledgeable and slightly knowledgeable teachers are evaluated in the same category, the ratio of lack/deficiency of knowledge about classroom management is 48.39% and when knowledgeable and very knowledgeable teachers are evaluated in the same category, the ratio of being knowledgeable about classroom management is 24.19%.In the analysis, it was found that the average score of teachers was 16.62, the highest score was 32 and the lowest score was 4.
The Relationship Between the Knowledge Levels of Classroom Management and Gender of the Primary School Teachers Assigned to the Support Education Room, the Type of School They Graduated from, their Professional Seniority, and Whether They Have Received Training in Classroom Management.
Data on whether there is a relationship between the knowledge level of primary school teachers with refugee student in class regarding classroom management and their gender is given in Table 3.When Table 3 is examined, it is seen that the knowledge level of primary school teachers with refugee students in their class does not differ significantly according to their gender (t (62) =1.20, p>.05).
The data regarding whether the classroom management knowledge levels of primary school teachers with refugee students in their class differ according to the type of school they graduated is given in Table 4.When Table 4 is examined, it is seen that the knowledge level of primary school teachers with refugee students in their class does not differ significantly according to the type of school they graduated (F (2,60) = .53,p > .05).
The data on whether the classroom management knowledge levels of primary school teachers with refugee students in their class show a significant difference according to their professional seniority is given in Table 5.When Table 5 is examined, it is seen that the knowledge levels of primary school teachers assigned in the support education room about classroom management differ significantly according to their seniority (F (4, 58) = .91,p <. 05).Since the variances of the groups are equal, Scheffe multiple comparison test was applied to determine which groups this difference.As a result of the Scheffe multiple comparison test applied, between teachers with seniority of 26-30 years and teachers with seniority of 0-5 years, 6-10 years and 11-15 years; Between teachers with seniority of 21-25 years and teachers with seniority of 0-5 years, 6-10 years and 11-15 years; It is observed that there is a significant difference in favor of senior teachers between teachers with seniority of 16-20 years and teachers with a seniority of 0-5 years and 6-10 years, and between teachers with seniority of 11-15 years and teachers with seniority of 0-5 years.
The data on whether there is a meaningful relationship between the classroom management knowledge levels of primary school teachers with refugee students in their class and whether they receive training in classroom management or not is given in Table 6.When Table 6 is examined, it is seen that the knowledge levels of primary school teachers with refugee students in their class differ significantly according to their education on classroom management (t (62) = 1.05, p < .05).
The Ways of Acquiring Information about Classroom Management of Teachers Assigned to the Support Education Room and What Can Be Done to Raise Their Knowledge Level Data related to the interviews made regarding how primary school teachers with a high knowledge level about classroom management have acquired the relevant knowledge is given in Table 7.When Table 7 is examined, it is seen that 33.33% of the primary school teachers acquired knowledge about classroom management with their professional experience, 20% with in-service training, 20% with a postgraduate education, 13.33% by means of their colleagues, 6.67% with curiosity and research and, 6.67% from inspectors during inspections.
Some of the explanations (interviews) of primary school teachers who have a high knowledge level classroom management regarding how they obtained this information are given below: T1: In my working life, I encountered many problems related to classroom management.I learned about this by solving these problems with my own professional experience and trial-and-error.T3: I can say that my participation in the central and local in-service courses run by the Ministry provides me with information.T9: While I was doing a master's degree in education management and supervision, I took classroom management courses.I can say I have increased my knowledge on this subject that thanks to this course.T32:I learned a lot from my colleagues who are experienced in classroom management.As a matter of fact, teaching is learned from experience.T40: When I had problems in my class, I researched the subject with curiosity.I usually like to read and do research online.T51: I must say that I benefited a lot from the inspectors who came to the school for classroom management.They offered me resources and shared a lot of information.
The data on the interviews of primary school teachers who have high level of knowledge about classroom management on how to increase the knowledge level of teachers regarding classroom management is given in Table 8.T3: Classroom management courses should be given in faculties of education and these courses should be given by people who are experts in the field.Universities should find ways to train good teachers.T8: In-service training is important for teachers' improvement.However, these pieces of training should not be received for touristic purposes and should be given to the purpose and full.T15: During the candidacy period, beginning teachers should be trained in this subject by the experts, applications should be made and these teachers should benefit from the knowledge of their experienced colleagues.T30: Teachers who are more knowledgeable and work harder than their colleagues about classroom management and other issues should be rewarded and all teachers should be encouraged to improve themselves.T45: Teachers should be supported to train themselves in the field of classroom management as in all other fields.In this sense, especially technological support should be provided.T59:I think it would be useful to measure the knowledge levels of teachers by testing them every year and to train those who have low knowledge level.

Discussion, Conclusion and Suggestions
In the research, it was seen that 6.45% of the teachers were unknowledgeable about classroom management and 41.94% of them were slightly knowledgeable.When the unknowledgeable and slightly knowledgeable teachers are evaluated in the same category, it is seen that the ratio of lack/deficiency of knowledge regarding classroom management is 48.39%.This shows that the knowledge level of primary school teachers with refugee student(s) in their class about classroom management is low (slightly knowledgeable and unknowledgeable).This result can be explained by the fact that the primary school teachers do not receive education related to the refugee students who have experienced serious traumas due to their migration, or that their competence to educate and manage them is not at the desired level.In addition, it can be said that inadequate intercultural interaction of primary school teachers about how to treat students with different cultural characteristics and inadequate training on these issues are also effective.Moreover, in the study conducted by Uzun and Bütün (2016), it was determined that the teachers who had refugee students in their classrooms felt that they felt inadequate in problem-solving and did not know how to help children.It can also be said that refugee students have problems such as exclusion, disobeying the rules, fighting and being prone to violence and not being able to mingle with the host students, thus weakening the teachers' ability to control and manage the classroom for these students.It can be said that teachers' lack of competence in coping with traumas, social cohesion, developing a positive teacher/parental relationship as well as their lack of an effective training process in this subject are effective in low knowledge level about classroom management.
In the study conducted by Kargın, Acarlar, and Sucuoglu (2005), it was stated that teachers do not have enough knowledge and skills to educate refugee children.In the study conducted by Karaca and Dogan (2014), it was stated that teachers do not know how to deal with the special difficulties and needs of refugee students and how to communicate with and treat refugee students.Roxas (2010) states that teachers are often short of the knowledge and experience of working with refugee students.In the study conducted by Güner (2011), it was stated that teachers' knowledge about classroom management was limited, while in the study conducted by Işıkgöz, Yigitsoy, and Çiçekçe (2018), it was stated that primary school teachers were inadequate in classroom management and could not use effective classroom management strategies.
In the study conducted by Karaman ( 2016), teachers' level of classroom management competence was found to be low while Arslan (2016) concluded that teachers' classroom management competencies should be improved.The rapid migration of teachers experienced in recent years in Turkey has created a situation for which teachers are not ready.And it can be said that it causes them to be inadequate in identifying appropriate teaching strategies that affect teachers' classroom management skills, using appropriate teaching methods and techniques, selecting and using effective teaching tools and materials, and performing effective measurement and evaluation.In the study, it was found that there was no significant difference between the knowledge level and gender of the primary school teachers with refugee student(s) in their class.Among possible effects of this result are teachers' occupational professionalism which excludes the gender factor, their responsibilities and obligations to their students and their behaviours with a non-emotional professional teacher consciousness in the approach towards all the attitudes and behaviours of the students.It can be stated that although the obligations generated for gender by the current socio-economic structure are effective in terms of certain demographic characteristics, the fact that teachers perform their professions with equal feelings and thoughts regardless of gender ensures that the gender variable is not effective in terms of knowledge about classroom management.This result is supported by other studies.In the study conducted by Güner (2011), it was concluded that gender did not lead to a change in teachers' knowledge level about classroom management.In the study conducted by Işıkgöz, Yigitsoy and Çiçekçe (2018), it was stated that gender was not effective on the knowledge levels of primary school teachers about classroom management while in the study conducted by Karaman (2016), it was stated that teachers' classroom management competencies did not show a significant difference depending on gender.In the study conducted by Kılıçoglu (2015), it was found that the opinions and strategies of teachers about negative behaviours in the classroom did not show a significant difference depending on their gender.In the study conducted by Taşkaya and Uyar (2017), no significant relationship was found between the teachers' qualifications in classroom management and their gender.
In the study, it was found that there was no significant difference between the knowledge level of primary school teachers and the type of school they graduated from.It can be said that since the necessary information about effective classroom management cannot be provided at the desired level through undergraduate programs, the departments or programs that the teachers graduated from have no significant effect on their knowledge level.A statement of one of the participants read as "Lessons about classroom management should be given in the faculties of education and these courses should be given practically by the experts of the field.Universities should find ways to train good teachers" is remarkable in this sense.
According to Bayındır (2001), teachers do not have sufficient knowledge and skills in classroom management due to the low level of credit for classroom management courses and insufficient content for teachers to learn effective classroom management strategies.It is seen that the contents of classroom management books and classroom management courses given in universities in our country do not adequately cover effective classroom management strategies (Güner, 2011).Therefore, teachers' knowledge level about classroom management may vary not depending on the departments or programs they graduate in higher education but depending on whether they have a life experience.In the study conducted by Taşkaya and Uyar (2017), no significant relationship was found between the competence of primary school teachers in classroom management and the type of school they graduated from.
In the study conducted by Karaman (2016), it was determined that there was no relationship between teach-ers' graduation from education faculty or another faculty and their classroom management competencies, and besides, Baburşah (2014) found no significant relationship between teachers' classroom management tendencies and the type of school they graduated from.In the studies conducted by Guliyeva (2001) and Boldurmaz (2000), it was revealed that teachers who graduated from classroom teaching did not have any advantages in the field of classroom management compared to teachers who graduated from other departments.In the study conducted by Güner (2011), it was concluded that the type of school graduated did not lead to any change in teachers' knowledge level about classroom management.
In the research, significant differences were found between the knowledge levels and seniority of the primary school teachers in favour of senior teachers.According to this result, it can be said that the higher the professional seniority, the higher the level of knowledge of primary school teachers regarding classroom management.It can be said that, as in many subjects, teachers 'knowledge and skills related to classroom management are often acquired through their professional lives, and there is a parallel increase between teachers' professional seniority increases and their experience and knowledge acquisition rates regarding classroom management.Moreover, during the interviews, a significant portion of the primary school teachers who have a high knowledge level about classroom management attributed their high knowledge level about classroom management to their professional lives.The statements of one of the participants read as "In my working life, I encountered many problems regarding classroom management.I have learned about this by solving these problems with my own professional experience and trial-and-error" and of another participant read as "I learned a lot from my colleagues who are experienced in classroom management.As a matter of fact, teaching is learned through experience" highlight the issue.
In the study conducted by Kher, Lacina-Gifford and Yandell (2000), it was found that teachers with low professional seniority were more unprepared for classroom management.Emmer and Stough (2001) emphasized that experienced teachers' field knowledge constitutes a significant portion of the classroom management information and that inexperienced teachers are less confident about classroom management.According to Siebert (2005), teachers acquire knowledge of classroom management as their professional experience increases.In another study, it has been shown that the increase in teachers' seniority leads to a positive increase in the behaviours of classroom management (Guliyeva, 2001).In the study conducted by Kulaber (2015), it was determined that teachers with seniority of 21 years and more had higher knowledge level about classroom management.
In the study, it was found that there was a significant relationship between the knowledge level about classroom management and the education of classroom management among the class teachers with refugee student(s) in their class.According to this result, it can be said that training in classroom management increases teachers' knowledge about classroom management.One participant's words, "I can say that my participation in the central and local in-service courses run by the Ministry provides information on this subject" support the results.In the study conducted by Işıkgöz, Yigitsoy and Çiçekçe (2018), it was found that there is a significant relationship between the knowledge level of primary school teachers about classroom management and their training in this subject.In the study conducted by İra (2004), it was concluded that the higher the level of teachers 'education is, the more knowledge they have about monitoring and guiding students' behaviors.According to these results, it can be said that receiving training contributes positively to the teachers' skills and competencies regarding classroom management.
The fact that classroom management is a basic concept covering both behavioural and instructional management requires teachers to have more knowledge in this sense.For, perceptions and behaviours of teachers in terms of practices can cause them to take approaches that affect both their students and themselves.In addition, it can be said that teachers who do not have knowledge about classroom management are not able to give their students the support they need.Therefore, it is important that teachers prefer to learn in line with contemporary management approaches based on scientific data instead of acquiring knowledge and skills related to classroom management through trial and error.The existence of a meaningful relationship between teachers' knowledge level about classroom management and their education in classroom management reveals that teachers should be educated, encouraged and supported to receive training.It is important for teachers with refugee student(s) in their classes to participate voluntarily in the works and activities carried out to meet the needs of refugee students in the school, to share information with teachers working in Temporary Education Centres (TEC), to recognize refugee students and to ensure effective classroom management.
Multicultural education seminars should be organized for teachers in order to provide an education in which the cultural elements of refugee students and the cultural elements of Turkish students are in harmony.And in order to improve the competence of prospective teachers regarding multicultural education, there should be courses related to multicultural education in teacher training institutions.The content and running of classroom management courses in universities' teacher training programs should be reconsidered and the main objective should be to teach effective classroom management strategies that teachers can use when they start their profession.In addition, in order to enable them to gain knowledge and experience, prospective teachers should be allowed to practice more in classrooms with refugee students.ReferencesAkdemir, A. S. ( 2013).Türkiye'de ögretmen yetiştirme programlarının tarihçesi ve sorunları.

Table 1 .
Information Related to the Demographic Characteristics of the Participants

Table 2 .
The Knowledge Level of Teachers with Refugee Student in Their Class Regarding Classroom Management

Table 3 .
T-Test Results Related to the Relationship Between the Knowledge Level of Teachers with Refugee Student in Class Regarding Classroom Management and Their Gender

Table 4 .
Analysis Results Regarding Classroom Management Knowledge of Teachers and the Type of

Table 5 .
Analysis Results of Teachers' Knowledge of Classroom Management and Their Seniority

Table 6 .
T-Test Results on the Relationship Between the Knowledge Levels of Teachers about Classroom Management and Their Training on Classroom Management

Table 7 .
Ways of Knowledge Acquisition of Teachers with a High Knowledge Level about Classroom Management

Table 8 .
Recommendations for Enhancing the Knowledge Level of Teachers Related to Disciplinary Actions and Penalties When Table 8 is examined, it is seen that the knowledge level of 33.33% of the participants about classroom management could be enhanced by means of university, 26.67% by means of in-service training, 13.33% by means of candidacy training, 13.33% by means of rewarding/incentive, 6.67% by means of technological support, and 6.67% by means of examination.Some extracts of the suggestions/explanations of primary school teachers who have a high knowledge level about classroom management related to what should be done in order to increase the knowledge level of teachers on this subject are presented below: Turkish Studies, 8 (12), 15-28.Arslan, B. (2016).Ögretmenlerin sınıf yönetimi yeterliklerine ilişkin ögrenci görüşleri.(Unpublished master's thesis).İstanbul Aydın Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul Aslan, A. (2017).Sınıfında özel gereksinimli ögrenci bulunan ilkokul Ögretmenlerinin kullandıkları bilimsel dayanaklı sınıf Yönetimi stratejileri.(Unpublished master's thesis).Ankara Üniversitesi Egitim Bilimleri Enstitüsü, Ankara Baburşah,