The Classroom Management Skills and Work Alienation among Primary School Teachers: The Mediating Role of Professional Attitude

Abstract

 This study aimed to examine the mediating role of attitudes toward the teaching profession in the relationship between classroom management skills and work alienation among classroom teachers. A relational survey model was employed within the framework of a quantitative research design. The population of the study consisted of classroom teachers working in the central districts of Erzurum, Türkiye (Aziziye, Palandöken, and Yakutiye) during the 2023–2024 academic year. Stratified and convenience sampling methods were used, and the sample consisted of 365 classroom teachers who voluntarily participated in the study. Data were collected using the Classroom Management Skills Scale, the Work Alienation Scale, and the Teachers’ Attitudes’ Toward the Teaching Profession Scale. SPSS and AMOS statistical software were used to analyze the data. The results indicated that classroom teachers’ classroom management skills were at a very high level, whereas their levels of work alienation were very low. Teachers’ attitudes toward the teaching profession were also found to be high. A moderate, negative, and statistically significant relationship was found between classroom management skills and work alienation. A low, positive, and statistically significant relationship was found between classroom management skills and attitudes toward the teaching profession. Furthermore, a moderate, negative, and statistically significant relationship was found between work alienation and attitudes toward the teaching profession. The findings further indicated that attitudes toward the teaching profession partially mediated the relationship between classroom management skills and work alienation.