The aim of this study was to examine teachers’ attitudes toward control in classroom management and to assess the relationship between classroom management dimensions and certain teachers’ characteristics. The sample consisted of 554 elementary and high school teachers and the data was collected through an online questionnaire. To measure teachers’ attitudes toward control on the dimensions of classroom management, we translated and used ABCC-R Inventory and to measure attitudes toward children's rights, we used Children's Rights Attitude Scale. Participants’ sociodemographic data was also collected. The results showed that teachers showed more controlling attitudes in instructional management than people management. It was found that elementary school subject teachers showed more controlling attitudes in instructional management than high school teachers and more controlling attitudes in people management than class teachers. The results show that male teachers, with less teaching experience, employed as elementary school subject teachers, who show greater support for children’s nurturance rights and less support for children’s self-determination rights show more controlling attitudes in instructional management. Less experienced teachers, who show less support for both children’s nurturance and self-determination rights, show more controlling attitudes in people management.