The aim of this study is to determine the level of knowledge of primary school teachers about the concept of early literacy, to determine whether this knowledge level differs according to the teachers’ gender, the type of school they graduated from and their professional seniority; to reveal the importance of early literacy skills for 1st-grade students of primary school and how to increase teachers’ early literacy knowledge levels. This research is a descriptive study in the nature of a survey model. In this research, where quantitative and qualitative research techniques are used together, simultaneous transformational mixed method was used in data collection and analysis. The study group of the research consists of 49 primary school teachers who teach the 1st-grade. Teachers were determined through simple random sampling. The analysis of the qualitative data was conducted via content analysis while the quantitative data were analyzed via independent group t-test and ANOVA in this study for which data collection was provided via a semi-structured interview form developed by the researchers.

The aim of this study is 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. The study group of this research, which is a survey model, is composed of 62 primary school teachers. In this study, “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. Frequency, t-test, one-way analysis of variance and Scheffe multiple comparison test were used in the analysis of quantitative data, and the descriptive analysis technique was used in the analysis of qualitative data. The results of the study showed that the knowledge level of teachers with refugee students(s) present in their class had low knowledge level related to classroom management, that their knowledge levels differed depending on their professional seniority and whether they have received training in classroom management, and that their knowledge levels did not vary depending on the type of school they graduated and gender.