Classroom Management Competencies Research Articles

A Proof-of-Concept of an Integrated VR and AI Application to Develop Classroom Management Competencies in Teachers in Training

We designed an interactive virtual reality (VR) application to provide a controlled and yet unpredictable environment for the development of classroom management skills. The simulated environment allows teachers in training to interact with virtual students in realistic and meaningful ways. The VR application allows rich verbal interaction by using artificial intelligence (AI). Initial findings suggest it is a successful proof of concept. In this paper, we focus on the technical implementation. Predictions on educational effectiveness and the educational challenges of pre-service teacher education are discussed. Future developments include rigorous testing and incorporating non-verbal communication based on a multi-dimensional interpersonal behavior model.

Classroom Management and Teaching Competencies of Elementary Teachers

Teachers are the most essential persons for the teaching and learning processes to take place in schools. Specifically, this study sought to determine the level of the teachers in classroom management in terms of behavior reduction, classroom instruction, proactive classroom, and rules and procedures; find out the level of the teachers in teaching competencies in terms of communication and interpersonal skills, organization and planning, facilitation and engagement, and flexibility and adaptability; and determine the significant relationship between classroom management and teaching competencies. The respondents were one hundred fifty (150) elementary teachers in eighteen (12) schools within the Talisayan district. This study used two adapted research instruments and data were gathered using descriptive-correlational research methods. The statistical tools utilized in this study were the Weighted Mean and Standard Deviation and Pearson Product Moment Coefficient Correlation the relationship between the Teachers’ Classroom Management and Teaching Competencies. The results showed that teachers at all times practiced managing classroom management effectively with the aid of their teaching competencies at a very high level. Teachers’ classroom management has positively correlated to teachers’ teaching competencies. The relationship of classroom management and teaching competencies cannot be denied. Therefore, it must be given due importance and attention for better teacher performance as well as pupils performance.

Virtual reality platform for teacher training on classroom climate management: evaluating user acceptance

Enhancing the educational experience through Immersive Virtual Reality (IVR) is a promising avenue, elevating the authenticity and responsiveness of simulations. Particularly in educational settings, IVR holds the potential to augment accessibility and engagement in learning. However, one pivotal aspect lies in assessing the learners' acceptance of such environments to ensure optimal and effective utilization of these technologies. This paper delves into the Didascalia Virtual-ClassRoom usability testing —an immersive IVR environment tailored for pre-service secondary school teachers. The platform transports users into a simulated classroom, where they are invited to play the role of a teacher. During the simulation, three scenarios are recreated, reproducing disruptive behaviours commonly faced in real classrooms. 84 participants (28 teachers and 56 pre-service teachers) engaged in decision-making to manage the classroom climate influenced by the simulated situations. To collect data, we used a questionnaire based on the Technology Acceptance Model (TAM) to assess and gauge users' inclinations and attitudes towards embracing the technology in question. To gain deeper insights into the user experience, participants were further invited to participate in semi-structured interviews, offering reflections and suggestions for potential enhancements. The evaluation process encompassed the perceived usefulness of the Didascalia Virtual-ClassRoom, shedding light on factors that could either facilitate or impede the adoption of this platform to enhance classroom management competence. The participants' perspectives serve as a valuable foundation for refining the tool's functionality, and their feedback fuels recommendations for its seamless integration into initial teacher training programs.

ANALYSIS OF PRIMARY SCHOOL TEACHERS' COMPETENCIES AND CONCERNS ABOUT CLASSROOM MANAGEMENT BY SOME VARIABLES

This empirical study focuses on the examination of concerns and competencies related to classroom management among primary school teachers. The data were collected during the 2022-2023 academic year from a sample omprised of primary school teachers in Demirci-Türkiye. The study employed two distinct scales, denoted as the "Classroom Management Concerns Scale" and the "Classroom Management Competency Scale” to measure their classroom management concerns and competencies. Notably, the study encompassed the entire target population without the utilization of sampling techniques. Regarding the specific sub-problems addressed in this study, no statistically significant differences were observed concerning the gender of the participants. However, significant differences in professional seniority were found, particularly in the dimensions of relationship management, instructional management, and time management, as well as in the overall scores of classroom management competencies. Furthermore, significant differenceswere detected in relationship management in relation to the graduates' academic fields. In addition, the participants' respective grade levels of teaching demonstrated significant differences in the realm of relationship management. In the final sub-problem analysis, a negative and weak correlation was found between the dimension of communication concerns and behavior management. To conclude, the findings derived from this comprehensive investigation were subjected to meticulous interpretation, and a series of pragmatic recommendations were proposed for both the academic field and practical application.

Study of Teacher's Digital Technology Ability in Online Classroom Management

Teacher TIK competence is the ability of teachers to develop learning by utilizing TIK, such as planning, implementing, and innovating learning. Establishing TIK competence as one of the teacher competencies is a logical consequence of the significant positive influence of TIK on educational activities, especially since the pandemic era. This study aims to determine the awareness and competence of teachers to use digital technology in managing classes in this new average era. This research is fundamental and needs to be done to improve the readiness and mastery of high school teachers in the city of Kendari to use technology and classroom management competencies in the learning process. The method used in this research is a descriptive survey using a quantitative approach. The subjects of this study were 36 samples of teachers at SMA Muhammadiyah Kendari. The results showed that the technology skills of Senior High School teachers were good because the total average score and level of achievement of respondents (LAR) from four indicators of TIK ability (computer/laptop operation, use of computer software, internet, and website usage) had reached 4, 11/82.11%. Although it is in a suitable category, it is still necessary to improve specific skills so that they have a maximum impact on good classroom management and problems solving.

Determining the Needs for Classroom Management Course in Associate Degree Child Development Departments

The aim of this study is to determine the needs for the classroom management course in associate degree child development departments. The research was conducted using the case study method. In this context, 5 experts were included in the study group using criteriyinon sampling technique, and 201 students were included using appropriate sampling technique. Data were collected through a semi-structured interview form developed by the researchers and the classroom management competency scale. Additionally, studies conducted nationally and internationally on the subject were also reviewed for data collection. The data were analyzed using content analysis, percentage, frequency, and mean analyses. According to the results of the research, the classroom management competencies of child development department students are at a moderate level. Experts state that since graduates mainly work in the education sector, there is a need for a classroom management course in these departments. Moreover, experts mentioned that in addition to professional knowledge such as planning, knowing classroom management strategies, knowledge of methods and techniques, using instructional technologies, and designing materials, students also need to have personal characteristics such as being open to development, friendly, empathetic, and having communication skills to succeed in their professional lives. The findings obtained from the research can be used for program development or updating studies for the classroom management course in associate degree child development departments.

CLASSROOM MANAGEMENT QUALIFICATION OF SPECIAL EDUCATION TEACHERS WORKING IN SPECIAL EDUCATION SCHOOLS

This research was conducted to determine the classroom management competencies of special education teachers working in special education schools. The study group of the research consists of 25 special education teachers working in three different types of special education schools in Üsküdar district of Istanbul. The participants of the study were determined by the maximum diversity method. The data were obtained with a semi-structured interview form developed by the researcher by taking expert opinion. The following questions were asked to the teachers: “As a teacher working in special education schools, what is your competence in managing the physical environment?” “As a teacher working in special education schools, what is your ability to carry out education and training in a healthy way?” “As a teacher working in special education schools, what is your ability to use time effectively and efficiently?” “As a teacher working in special education schools, what is your competence in communicating effectively with students?”, “What is your competence in managing student behavior as a teacher working in special education schools?” questions were posed. According to the research, it has been observed that the most important issue that teachers pay attention to while managing the physical environment is the characteristics such as the type of disability and behavioral problems of the students. It has been observed that the way for teachers to carry out education and training in a healthy way is to determine the performance of students, to prepare individualized education plans, activities and materials suitable for their performance and individual differences. It has been determined that teachers prepare lesson plans, activities, methods, techniques and materials in advance in order to use time effectively and efficiently while managing the classroom. It has been determined that the teachers determine the communication method according to the student's characteristics in terms of communicating effectively with the students. It has been observed that teachers prepare behavior change plans while managing student behaviors, use reinforcements for the continuity of positive behaviors, use methods such as ignoring to extinguish negative behaviors, and also determine the classroom rules. According to the findings, the most common problems in classroom management were determined as "student's behavior problems", "inadequate physical conditions of the classroom", "program density", "different learning levels of the students ", "lack of family support". In the classroom management process, the physical conditions of the classrooms should be improved, equipment deficiencies should be eliminated, and material diversity should be increased. Teachers should be supported, and the content and number of in-service trainings should be increased for the development of teachers.

Instructional competence of public secondary school teachers in the district of Naic: Basis for instructional enhancement program

The study aimed to determine the level of instructional competence of Public Secondary School Teachers in the District of Naic in formulating an instructional enhancement program. Likewise, the teachers' profiles were also examined as part of the investigation. To achieve this goal, the researcher conducted a study to determine the level of instructional competence in terms of instructional delivery, assessment, classroom management, and personal competencies (skills) among public secondary high schools in the District of Naic, Cavite. In this manner, the non-experimental descriptive method was used to measure teachers' degrees of instructional competence. A qualitative design was also utilized to identify the problems met by the respondents. A total of 100 teachers who are currently employed in the public secondary schools in Naic were involved in this study using purposive sampling. Moreover, the information for the study was gathered using a valid and reliable researcher-made questionnaire. The results revealed that the instructional competencies among teachers are highly competent. The result on the significant difference of instructional competence against profile variables of teachers revealed no significant difference. Ultimately, an instructional enhancement program was proposed to improve instructional competence in addressing the problems met by public secondary school teachers.

Influence of course content on preschool teacher candidates’ classroom management strategies, professional beliefs and emotion regulation skills

It is strongly needed to enhance teacher training programs via extensive course content more specifically to improve classroom management skills of teacher candidates. In the current study, we aimed to evaluate effectiveness of an elective course grounded on various strategies and vital aspects of preventive interventions about classroom management competencies, professional beliefs, and emotion regulation skills of preschool teacher candidates. The research is a quasi-experimental field study with pretest–posttest, intervention-comparison groups design including combination of qualitative and quantitative datasets. The participant group consisted of 76 females and 4 males registered in a 4-year university degree preschool teacher training program. The intervention group received training including key aspects of social and emotional intervention programs widely used in preschool settings while the comparison group received training covering inclusive education principles and relevant practices. Findings showed a significant increase in proactive approaches and positive behavioral support rates in the intervention group, while the frequency of reactive approaches was lower than the comparison group. Contrary to expectations, we could not find any influence of the content on emotion regulation skills and teaching beliefs of the intervention group. Results show clear influence of elective course content on improved skills of preschool teacher candidates about classroom management approaches.

Classroom management competence of novice teachers in Vietnam

This study focuses on determining the classroom management competences of novice Vietnamese teachers and aims to identify the differences in these competences among teachers with one to five years of experience. Questionnaire surveys and in-depth interviews were conducted with novice teachers from different provinces in Vietnam. The results showed that these novice teachers were not regularly performing the competences of classroom management in their classrooms. Additionally, teachers were more concerned with teacher-oriented activities, which were implemented more regularly than student-oriented activities. There were significant differences in the classroom management competences of teachers with experiences between one and five years. The teachers with five years of experience paid more attention to classroom management than those with one year of experience. They implemented the competences in their classroom practices more frequently, including building a learning environment, managing student learning activities, and managing student behavior. Finally, the study recommended the application of a social constructivist approach considering features of a Confucian heritage culture to develop a classroom management strategy to solve the remaining problems and help novice teachers manage classrooms effectively.

Teaching Competencies and Coping Mechanisms in the New Normal Education Among Public Elementary Teachers

When COVID-19 became a pandemic, distant learning was adopted. As a result, teachers have had to work despite circumstances and stressors that may have affected their mental health. This study determined the teaching competencies and coping mechanisms in the new normal education among public elementary teachers in Oquendo 1 District, Schools Division of Calbayog City. The study employed a descriptive-correlation design using a survey questionnaire to gather the necessary data and information for the investigation. The tool was pilot tested and then subjected to a reliability test using Cronbach's alpha. In this study, 78 teachers from public elementary schools were selected using a combination of complete enumeration and convenience sampling techniques. Based on the result, the level of teaching competencies gained an interpretation of ‘competent across its variables such as instructional delivery, classroom management, formative assessment, and personal competencies. Moreover, personal competencies have the highest level, while formative assessment has the lowest level. Problem-focused, emotion-focused, and appraisal-focused coping mechanisms were interpreted as 'agree' based on the overall computed mean. Moreover, emotion-focused has the highest level of coping mechanism, while appraisal-focused is the least. Therefore, it can be inferred that public elementary teachers have prepared themselves to be skilled and competent in their teaching profession, which is relevant to the needs and demands of the new normal education. Moreover, they have adopted coping strategies or mechanisms that help them overcome the challenges and difficulties of the new normal education, allowing them to adjust and fit into the new educational environment. One of its recommendations is to provide ongoing training to public elementary school teachers to ensure that their pedagogical and professional competence continues to improve.

Perception of Islamic Religious Education Teachers Based on TPACK

This article analyzes the TPACK-based Islamic Religious Education Teacher's Perception at SMK Negeri Rengel-Tuban. This article uses descriptive qualitative research methods. Data were collected using observation, interviews, and surveys through the google form application. This study's participants comprised six people with details one female teacher and five male teachers. The results of this analysis indicate that PAI teachers at Rengel State Vocational School have a good perception of the use of the TPACK (technological pedagogical content knowledge) model and have a vital role in the field of Islamic Religious Education, namely, by mastering TPACK, PAI teachers can present innovative learning. And creative and effective in the classroom, implementing online learning through TPACK has succeeded in increasing teacher competencies such as online classroom management competencies.

Classroom Management Efficacy, Attitudes toward Teaching Profession, and Academic Performance: A Path Analysis

This study aimed to investigate preservice teachers’ classroom management efficacy beliefs with respect to their attitudes toward the teaching profession and academic performance. Accordingly, a model was hypothesized and tested through path analysis. The participants were preservice teachers (N= 483) at a state university in Turkey, and data came from three sources: a scale measuring attitudes toward the teaching profession, a scale for investigating classroom management efficacy beliefs, and academic achievement, namely self-reported GPA scores. Findings indicated a weak but positive relationship between preservice teachers’ classroom management competency levels and academic achievement. There was a direct positive relationship between the levels of classroom management competencies and academic achievement. Moreover, findings indicated a moderate positive relationship between attitudes toward teaching and classroom management competencies. Findings also showed that attitudes toward teaching affected classroom management competencies through academic achievement indirectly and positively. In this context, the results were discussed by implications and future directions for research.

Evaluating the teaching competencies of female Sharia science teachers at the secondary stage in Riyadh in the light of sustainable professional development: تقييم الكفايات التدريسية لدى معلمات العلوم الشرعية بالمرحلة الثانوية بمدينة الرياض في ضوء التنمية المهنية المستدامة

The study aimed to assess the teaching competencies of female teachers of Sharia sciences at the secondary stage in Riyadh in the light of sustainable professional development. The study was applied to a sample of (59) secondary school teachers. The study concluded: that the degree of availability of teaching competencies obtained an overall average (1.37 out of 3), meaning a (weak) degree of availability and at the level of the axes; The competencies related to educational technologies got the highest average (1.47), followed by the planning competencies with an average of (1.41), thirdly, the classroom management competencies with an average of (1.38), then the lesson implementation competencies with an average of (1.33), and finally the evaluation competencies with an average of (1.28), all with a degree of availability (weak). There is a statistically significant difference due to the experience variable in the first axis in favor of those with less than five years and more than ten years of experience and the card as a whole in favor of those with less than five years of experience, and the absence of a statistically significant difference due to the experience variable in the rest of the second, third, fourth and fifth axes. And the absence of a statistically significant difference attributed to the educational qualification variable in the card and card axes as a whole. Based on the results, the researcher presented a number of recommendations and proposals to improve the teaching competencies of female teachers of Sharia sciences in the secondary stage in the light of sustainable professional development in the city of Riyadh and the whole of the Kingdom.

Science Teachers’ Level of Pedagogical Skills and Classroom Management Competencies as correlates of Students’ Interest in Biology

Students' low interest in Biology has been evidenced through their performances in both termly and final examinations. A lot of factors such as teachers' pedagogical skills and classroom management competences could be responsible. The aim of the study was to review and analyse the relationship between teachers' pedagogical skills, classroom management competences and students' interest in biology. There were 2 research questions and corresponding hypotheses. Data collection was through questionnaires which were designed by the researchers after extensive literature review. The data were analyzed using mean and standard deviation to answer research questions while ANOVA was employed to test the two formulated hypotheses. The findings of the analysis revealed a moderate positive relationship between teachers' pedagogical skills, classroom management competencies on students' interest in Biology. Some recommendations were made based on the findings of the study.

Examining The Relationship Between Teachers' Emotion Regulation Skills and Classroom Management Competencies

Examining The Relationship Between Teachers' Emotion Regulation Skills and Classroom Management Competencies

Classroom management of pre-service and beginning teachers: From dispositions to performance

Classroom management is a central aspect of effective teaching. It is related to student motivation and learning achievement. Unfortunately, pre-service and beginning teachers lack on classroom management competence. Therefore, this study aims to find out, which classroom management facets pre-service and beginning teachers struggle with and how they are associated with each other. Professional knowledge, self-efficacy, professional vision, and performance of 206 pre-service and beginning teachers were measured. As a result, medium to high levels of classroom management competence were found. Although self-efficacy and knowledge were partially associated with professional vision, professional vision was not significantly related to performance. Implications for further research on classroom management are discussed.

Supervisi Individual yang Kontinyu untuk Meningkatkan Kemampuan Mengelola Pembelajaran Guru Mata Pelajaran di SMAN 2 Pujut

The purpose of this research is to improve the ability to manage the learning of subject teachers through continuous individual supervision. The research method used is school action research which consists of two cycles, each cycle consisting of planning, implementation, observation and reflection stages. Data collection techniques using documentation, observation and checklists. The data analysis technique in this study used descriptive analysis. The results of this study indicate that the classroom management competence of subject teachers increases from cycle to cycle, in the pre-cycle the average value of the pedagogic competence of 15 teachers is 80%. In the first cycle the number of teachers who made the syllabus and lesson plans was 33% and 27%, in the second cycle there was an increase in the number of teachers' syllabus and lesson plans by 80% and 87%, while the competence of teachers in compiling the syllabus and lesson plans increased to 87%. Thus, through individual supervision, subject teachers can improve the ability to manage learning.

Determination of the factors affecting teachers’ perceptions of classroom management competence in technology assisted courses

ABSTRACT This study aims at examining the factors affecting teachers’ perceptions of classroom management competence in technology-assisted courses. A total of 365 in-service teachers who work in different cities in Turkey participated voluntarily. Hierarchical regression analysis was utilised for data analysis. According to the results, it was determined that there is a meaningful relationship between the variables related to school and classroom in the technology-assisted courses, the belief in the efficiency of technology use in the course, classroom management profiles and the teachers’ perceptions of classroom management competence. The model with the most explanation for teachers’ perceptions of classroom management competence in technology-assisted courses was model 4, which involved belief in the effectiveness of technology use in lessons. The most important predictor variable on classroom management in technology-assisted courses is negative beliefs about technology use.

PEDAGOGICAL COMPETENCE OF TEACHERS AND STUDENTS ACADEMIC ACHIEVEMENT IN JUNIOR HIGH SCHOOLS IN ASHAIMAN, GHANA

The study investigated the pedagogical competence of teachers and its influence on student’s academic achievement. The descriptive survey research design was adopted and the census (all) sampling technique was used to sample 250 Junior High School (JHS) teachers in Ashaiman Municipality. The collected data from the close-ended questionnaire was analysed with mean and standard deviation on the scale of 1-4 and the Pearson’s Product Moment Correlation was used to test the hypothesis. The study revealed that as a pedagogical competence, the teachers provided appropriate feedback, adapted to changing conditions, explained content to students and communicated learning goals effectively. It was also found that there was a weak positive relationship between the classroom management competence of teachers and student’s academic achievement. The study, therefore, concluded that the pedagogical competence of teachers could help promote deep knowledge, understanding and expectation among students if teacher’s pedagogical competencies are effective. Also, when teachers increase their knowledge and competence to manage the classroom, they could provide high expectations for student’s social support, guidance and independent thought in learning. Recommendations were made to the municipal education directorate, Ghana Education Service and Ministry of Education, Ghana based on the findings.