It can be said that the success of educational institutions is related to the success of educational administration. Classes can be shown as places where individuals acquire behaviors that will guide social change. The share of classroom management is very important in ensuring the desired change in society. It can be said that the effective implementation of educational activities is mostly related to teachers' classroom management skills. Students of education faculty take the classroom management course during their education period. It is thought that pre-service teachers have developed an approach to classroom management at the end of their undergraduate education. In this study, it is aimed to determine the level of adoption of the classroom management approaches developed by the senior students of the education faculty as a result of these courses and to examine the classroom management approaches they adopted according to some variables. The research was designed as a quantitative study and a general survey model was used. The universe of the research consists of senior students from different departments studying at Education Faculty in Gaziantep University. The sample consisted of 277 senior students determined by simple random sampling method. It was found that the average score of the student-centered classroom management approach of the students of was higher than the teacher-centered classroom management approach. It has been determined that the classroom management approaches of the students differ significantly according to the program they study and the education level of their fathers. It was determined that there was no significant difference in classroom management approaches according to their gender, type of high school they graduated from, and the education level of their mothers. In line with the results of the research, suggestions for researchers and practitioners were presented.
Classroom management, education faculty student, classroom management approach