@article{2017,title={THE DIFFERENCES BETWEEN NOVICE AND EXPERIENCED UNIVERSITY PREP-CLASS TEACHERS’ CLASSROOM MANAGEMENT, SELF-EFFICACY PERCEPTIONS AND STUDENTS’ ACADEMIC ACHIEVEMENT LEVEL},abstractNode={In order to have an effective and fruitful learning environment, most teachers believe that classroom atmosphere has an utmost impact. Good classroom management skills are accepted to be the essentials of effective teachers, but as there are some differences about teachers’ classroom management perceptions; it may be difficult to define one unique way of classroom management. While an effective classroom atmosphere is believed to be a silent one for some teachers, a moving and talkative classroom is more preferable for some others. Every teacher has a different idea about classroom management, so they have different management strategies. The participants of this study were 8 university prep-school teachers, four of whom were experienced while the other four were novice ones. In this study, the differences between experienced and novice univesity prep school teachers’ classroom management orientations were tried to be identified by administering the ABCC inventory developed by Martin et al. (1998). Besides this, the short form of Teachers’ Sense of Efficacy Scale (TSES) which was developed by Tschannen-Moran & Woolfolk Hoy (2001) was administered to see their perceptions about their own efficacy as a teacher. After administering the questionnaires, semi-structured interviews were also conducted. In pursuit of analyzing the questionnaire and interview results, the relationship between teachers’ self-efficacy perceptions and their students’ academic achievement levels were discussed. The results revealed that, although experienced and novice teachers did not have significant differences about their classroom management orientations, their self-efficacy perceptions, which are believed to affect students’ achievement to some degree, were observed to be somewhat different.},author={Sevinç YERLİ USUL-& KenanYERLİ},year={2017},journal={International Journal of Language Academy}}