Classroom management styles, classroom climate and school achievement

Abstract

Classroom management is related to all teachers actions aimed to establish the stimulative learning environment. As stated by Martin and Baldwin (1993), three teachers’ classroom management styles can be distinguished: interventionist, non-interventionist and interactionist. The purpose of the study is to examine the relations between teachers’ classroom management styles, satisfaction with classroom climate and students’ school achievement. Data analysis shows that both teachers and students are the most satisfied with the classroom climate which is created by teacher-interactionist. Students’ achievements were at its highest when the teachers practiced interactionist style, and at its lowest when the teachers were interventionists.