Classroom Management Practices Research Articles

Profiles of Teacher-Student Relationships and Classroom Management Practices: How They Relate to Self-Efficacy, Work Stress, and Classroom Climate

<p style="text-align:justify">Teachers' classroom practice encompasses diverse facets of teacher behavior. Understanding teachers’ classroom practice is important as the literature has been well documented its association with student, teacher, and classroom outcomes. Positive teacher-student relationships and proper classroom management, both are important aspects of teachers’ classroom practices, have been empirically linked to increasing student academic performance and reducing problem behaviors. This study explored patterns of teacher classroom practices across teacher-student relationships and classroom management and validated them using a person-oriented approach, k-means clustering, on three sets of data with over 600 participants. Using indicators of classroom assessment scoring system (CLASS), three distinct teacher profiles were identified: supportive, intermediate, and detached. Supportive teachers demonstrated high levels of teacher-student relationships and classroom management, while detached teachers showed low levels of both. Intermediate teachers fell between these two groups. The study also compared these profiles based on teacher self-efficacy, work stress, and classroom climate. Supportive teachers had the highest classroom climate scores, followed by intermediate and detached. Work stress was comparable for intermediate and supportive teachers, but both were lower than detached. No group differences were found for self-efficacy. This study contributes to the understanding of teacher behaviors with students in the lower grades.</p>

Engaging teacher’s mental health self-care early through a trauma-informed microcredential

PurposeThe purpose of this study was to examine how beginning teachers’ participation in a microcredential based on trauma-informed classroom management and restorative discipline (TIMRD) practices might enhance their self-efficacy (SE), through an understanding of their own trauma response, its neurobiological basis and classroom interventions that focus on student wellness and teacher self-care.Design/methodology/approachUsing a single case study design, participants completed a pre- and post-assessment before and after completion of a TIMRD microcredential.FindingsA total of seven teaching fellows completed the microcredential process. Results indicate that the use of a microcredential for professional learning assisted with decreasing sense of burnout while increasing professional SE, SE related to classroom management and instructional strategies (ISs).Originality/valueNew teachers commonly struggle with a lack of professional efficacy for a variety of reasons, yet all teachers present with their own personal trauma. Increasing new teachers’ sense of resilience through addressing their own trauma and the impact of student trauma is integral to increasing teaching SE and reducing rates of burnout.

Language Creativity in Presenting Hindu Religion Material

Teachers are required to be creative in packaging learning activities in various ways. One of the creativity carried out by prospective teaching students is modifying familiar songs into songs containing learning material about Hindu religion. Therefore, it is important to conduct this research to describe language creativity in presenting Hindu religious material and the obstacles faced in modifying songs. Creativity in presenting material is very important in order to achieve effective communication in learning activities. This research is classified as qualitative research with an empirical approach. This research was carried out by collecting a number of songs containing Hindu Religious Education material developed by students of the Pendidikan Agama Hindu Study Program, STKIP Agama Hindu Amlapura in classroom management practices and interviewing students regarding the difficulties or obstacles experienced when being creative in modifying songs so that they contain Hindu religious material.  The results of this research show that there are several songs that students tend to create and modify in classroom management, namely children's songs whose rhythms are very familiar, such as the songs Balonku, Pelangi-Pelangi, Lihat kebunku, Naik Becak, Satu-Satu Aku sayang Ibu. From the rhythm of these songs, they were modified into songs containing Hindu religious material, namely Panca Yadnya, Panca Sraddha, Tri Pramana, Three Basic Frameworks of Hindu Religion, Tri Kaya Parisudha, Holy Books and Holy Places Hindu religion. When carrying out this creativity, students also experience various difficulties or obstacles, such as using diction, adjusting rhythm, packaging material, and limitations for complex material.

The work adjustment of expatriate teachers employed in Chinese internationalised schools: a pedagogical perspective

ABSTRACT Traditionally serving expatriate elites, international schools now increasingly cater to local middle-class families in developing countries. With the industry’s explosive growth, attention turns to the role of expatriate teachers in preserving the institutional legitimacy of non-traditional international schools. However, expatriate teachers’ pedagogy has received little attention. The purpose of this hermeneutical phenomenological study was to understand the pedagogical work adjustment of expatriate teachers in Chinese internationalised schools. The study employed a diverse sample of 16 expatriate teachers who worked in Chinese internationalised schools for at least one school year. Three data collection methods aided in gathering in-depth descriptions of participants’ lived experiences: individual interviews, written protocols, and focus groups. An analysis of participants’ lived experiences led to the construction of three overarching themes: adjusting to the school context, adjusting to the students, and growing as a teacher. Participants adjusted to their schools’ contexts by rejecting the local ways, tuning in to student needs, and adapting to the local ways. Adjustments to students included motivating them, struggling with their names, getting more sensitive about them, and changing classroom management practices. Participants perceived their schools’ in-service training as insufficient, which led them to pursue professional development on their own terms. The study’s novel contribution lies in its systematic identification of expatriate teachers’ adjustment strategies, particularly in dealing with students and their misbehaviour. Implications for expatriate teacher training and discipline policies in Chinese internationalised schools are discussed.

A Comparative Study of Classroom Management of Preschool Teachers in the Philippines and Singapore

This comparative study examines classroom management strategies among preschool teachers in the Philippines and Singapore. Employing a Descriptive-Comparative Research Design, the study aims to identify similarities and differences in the classroom management techniques used in both countries. A total of 100 preschool teachers, 50 from each country, were selected using a random sampling technique. To compare classroom management practices, an adapted survey questionnaire with a 4-point Likert scale was utilized, and data analysis was conducted using statistical methods such as Chi-square tests and regression analyses. This analysis also included assessing responses’ distribution and the responses’ heterogeneity through Standard Deviation. Significant differences and relationships were found between the classroom management practices in the two countries. Based on these findings, the study proposed specific programs and strategies for improving classroom behavior management, teaching techniques, parent-teacher collaboration, and planning and support in both the Philippines and Singapore. The study recommends further research with a broader scope, possibly using qualitative methods and a larger sample size, to gain deeper insights into the factors influencing preschool classroom management. It also suggests that educational institutions in both countries consider implementing these well-researched proposals to enhance the effectiveness of preschool teachers’ classroom management techniques. Keywords: comparative study, classroom management, preschool teachers, Philippines and Singapore

Coaching as an Implementation Strategy: The Perceived Alliance Between a Coach and Teachers Predicts Proactive Classroom Management Strategy Use

Building an alliance is a well-documented and critical therapeutic process. Considerable evidence has established a significant relationship between the quality of the alliance among a therapist and their client and changes in clients’ behavior. Like the therapeutic alliance, school-based coaches and teachers navigate their working relationship with the goal of modifying or altering practices in the classroom to promote youth’s healthy functioning. Yet, little is known about the coach-teacher alliance. Using data from two randomized controlled trials examining the efficacy of classroom management coaching interventions, this study explored whether the alliance between teachers and the coach in the studies predicted teachers’ implementation of classroom management strategies. Results from 83 teachers working with one coach indicated that the coach, but not teachers’, report of the overall quality of the alliance significantly predicted teachers’ use of proactive classroom management practices. The findings add to the existing literature on the importance of the coach-teacher alliance in the coaching process. Limitations of the study and implications for research and practice are discussed. Impact Statement Coaching is a commonly used in schools to support teachers’ implementation of new practices. This study found that the alliance between one coach and teachers during coaching for classroom management significantly predicted teachers’ use of effective strategies. This study highlights the importance of focusing on relationships when school-based coaches (e.g., school psychologists, school personnel) are working with educators to adopt and use interventions.

Improved classroom and child outcomes through mental health consultation in New York City subsidized early care and education programs.

This paper describes the evaluation of one year of infant/early childhood mental health consultation (IECMHC) in subsidized early care and education settings provided by the New York City Early Childhood Mental Health Network. The evaluation examined direct and indirect outcomes of IECMHC including (1) improved classroom practices by ECE teachers, and (2) improved social, emotional, and behavioral outcomes among children in the classroom. The study also reviewed child attributes that might have moderated outcomes. An analysis using paired t-tests of pre-and post-assessment data found significant improvements over time in the classroom environment and management practices, as well as in teachers' perceptions of the degree of difficulty presented by children's classroom behaviors. There were significant improvements in protective factors and problem behaviors among the subset of 138 children who received assessments. Improvements were greater for Black/African American children and for all children with pre-assessment scores in the concern range. Males showed greater improvement in protective factors whereas females showed greater improvement in behavioral concerns. IECMHC is a powerful intervention to improve teachers' classroom management and their perceptions of children's behavior and is important in the context of biases that place marginalized groups at risk of punitive actions by teachers and administrators.

Exploring Classroom Discipline Strategies and Cultural Dynamics: Lessons from the Japanese Education System

This academic study examines classroom discipline strategies and cultural dynamics within the Japanese education system. It focuses on their effects on classroom management and cross-cultural education. The study aims to provide valuable lessons from the Japanese approach to classroom discipline, student engagement, and the influence of national factors on student-teacher relationships and communication. The main objective of the study is to highlight the fundamental rules of Japanese classrooms, emphasizing respect, hierarchy, and authority. It examines how these values shape the overall discipline and approach adopted by Japanese teachers. This will help in providing a framework for understanding unique classroom management practices in Japan. This study provides valuable insights into classroom management strategies in Japan and their relevance to cross-disciplinary education. By understanding Japanese classroom cultural dynamics and discipline strategies, educators and policymakers can gain a broader perspective. They can also adapt effective practices to create inclusive and engaging learning environments. The study also suggests avenues for future research, encouraging further exploration of cultural dynamics and their implications for education systems worldwide.

INVESTIGATING TEACHERS’ EXPERIENCES WITH DIGITAL CLASSROOM MANAGEMENT AND INCORPORATING SOCIAL AND EMOTIONAL LEARNING

The research on classroom management in general is numerous, yet the connection between digitization, classroom management, and Social and Emotional Learning (SEL) has been understudied. The current study explored how primary school teachers managed their digital classrooms while incorporating social and emotional learning into their classroom management practices in the remote teaching period. The study not only examined the classroom management strategies and procedures employed but also investigated teachers’ beliefs and perceptions about managing digital classrooms. The study was carried out with 145 primary school teachers teaching in school grades 1st-4th from five different public schools by adopting stratified random sampling. The data were collected via written responses of the participants with the closed, fixed-response, and standardized open-ended forms developed by the researcher. Descriptive analysis and content analysis were used in the analysis of quantitative and qualitative data respectively. The findings revealed that the majority of teachers led online classroom management processes similar to their face-to-face experiences but were less effective concerning the developmental needs of each student in the digital classroom. Furthermore, the study yielded insight into the stress factors and protective factors within the context of classroom management incorporating SEL, and it provided direction for future implementations concerning teachers’ professional learning needs and expectations.

Classroom Management Practices: Methods and Approaches Applied for the Purpose of Student’s Personal Development

Classroom management practices which teachers apply in their everyday practice are focused on creating positive environment which will enable students to effectively work and learn on a daily basis. Additionally, some practices familiar in the educational theory, known as methods of educational work, can have much bigger impact and contribute toward long-term changes related to student’s overall personal development. Their application influences on developing and strengthening some personal qualities like: positive beliefs and attitudes toward learning and personal improvement, self-control, self-discipline, diligence, responsibility, positive work habits etc. This paper examines the use of the methods of educational work, through the frequency of use of different approaches and strategies in teachers’ everyday classroom management practice, focusing on praise, reward, and training, as a part of the process of developing habits; inhibition and punishment in situation when negative behaviour occurs, and others. The sample includes 364 secondary school teachers in North Macedonia, with different length of working experience in the teaching profession. The application of these methods is seen as an important part of teachers’ practice, and due to this it should be considered as a necessary component of the initial teacher education, as well as teachers’ continuous professional development. The paper stresses the importance of teacher education in this domain, emphasizing that their appropriate or inappropriate use can lead either to long-term positive outcomes or to negative consequences.

Examining the Black Box of Prison Education Programs: A Descriptive Study of Statewide Correctional Education Practices

About half of incarcerated individuals housed in state prisons reported participation in educational or vocational programming (Harlow, 2003). These programs serve as a way to fill a disparity gap since the prison population tends to have literacy, education, and employment needs. Participation in education programs can result in positive impacts on reentry outcomes (e.g., reduced recidivism, increased employment outcomes) (Bozick et al., 2018). However, the characteristics of effective education programs remains a “black box” in terms of instructional strategies and classroom practices. This study examined the characteristics of over 200 literacy, general education, vocation/apprenticeship, and college courses across 28 prisons in one state. Interviews, observations, and staff surveys were used to gather data related to leadership, classroom management, and quality assurance practices in prison-based education departments. The results revealed substantial differences across programs and facilities. Implications for future research and opportunities to reduce social disparity through prison education are discussed.

Primary school learners’ movement during class time: perceptions of educators in the Western Cape, South Africa

BackgroundOver the last decade, the efficacy of in-classroom movement interventions to reduce sedentary behaviour has been mainly conducted in high-income, developed countries. To date, there have been no published reports on the perceptions of principals and teachers regarding learners’ movement during class time to inform the implementation of classroom-based movement strategies to reduce sedentariness in South Africa.MethodsA sample of primary school principals and grades 5 and 6 teachers from a range of socio-economic categories participated in this exploratory, descriptive qualitative study in the metro central district of the Western Cape Education Department in South Africa. Transcripts of individual depth interviews (IDIs) with principals and focus group discussions (FGDs) with teachers were coded using Atlast ti 9* software for qualitative analysis.ResultsThirteen principals (13 IDIs) and 24 teachers (6 FGDs) participated in the study. Two main factors influencing in-classroom movement, namely teacher-related and structural factors, were identified. The teacher-related factors pertained to their classroom management practice, knowledge and beliefs about sitting, and management style influenced their role in delivering the curriculum and creating a classroom environment conducive for learning. Classroom factors pertained to classroom size, the number of learners in the class and the ergonomic utility of traditional classroom desks. Institutional expectations and acceptance of learners’ behaviour, and teachers’ practice were also notable contributing factors that influenced learners’ movement during class time.ConclusionEmerging evidence about the efficacy of in-classroom movement on sedentary behaviour and learning outcomes challenges traditional teacher practice that sitting is essential for the delivery of the curriculum and for creating an optimal learning environment. Teacher training about the behaviour control utility of in-classroom movement, and school management and policy supportive of in-classroom movement may encourage fidelity to in-classroom movement strategies.

Evaluating the Effects of Online Instruction and Virtual Peer Coaching on Rural Teachers’ Use of Behavior-Specific Praise

Effective use of classroom management practices is critical to creating positive classroom climates supporting students’ academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows teachers need training to use BSP at high frequencies. Multicomponent training packages with sustained coaching have demonstrated increases in teacher use of BSP, but more flexible training approaches are needed to meet the needs of rural teachers. We used a multiple baseline design to first evaluate the effects of an online module on rural teachers’ use of BSP. Then, we evaluated the additive effects of asynchronous, virtual peer coaching on BSP. Results tentatively suggest the presence of a functional relation between virtual peer coaching and BSP following the online module and suggest the absence of a functional relation between the online module alone and BSP.

Assessing Classroom Management Practices: Setting the Stage for Effective and Equitable Intervention

This introduction to the special series, “Assessing Classroom Management Practices: Setting the Stage for Effective and Equitable Intervention” overviews the importance of classroom management and how the field defines classroom management and previews the articles included in this special issue. The purpose of the special issue was to provide readers with wide-ranging assessment tools, their strengths, and weaknesses used to assess classroom management practices. This extends to how researchers analyze classroom management data and novel approaches to analyses. Readers will see the special issue leads with a thorough meta-analysis of existing classroom management assessment tools, followed by descriptions of other tools and related practices.

Effective Classroom Management Strategies to Improve Student Discipline and Engagement in Islamic Education Lessons at SDN 32 Rejang Lebong

Classroom management is an effort made by the teacher, including planning, organizing the class so that optimal conditions are created and maintained for the teaching and learning process in the classroom, which includes structuring students and existing facilities. This research intends to explore and assess effective classroom management practices that can increase student discipline and involvement in Islamic Religious Education (PAI) courses at State Elementary School (SDN) 32 Rejang Lebong. Using techniques from observation, interviews, and document analysis, the research methodology is qualitative. SDN 32 Rejang Lebong students and PAI teachers made up the research respondents. The research results show that implementing effective classroom management strategies, including interactive-based learning, use of technology, and providing positive feedback, has a positive impact on improving student discipline. Apart from that, this strategy also increases student involvement in PAI learning, creating a positive and dynamic learning environment. The implications of this study include recommendations for PAI teachers to pay more attention to aspects of classroom management that create a positive atmosphere and encourage student involvement in learning.

Relationship between classroom management practice and students' disruptive behaviour in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya

This study sought to assess and recommend ways of solving the problem of students’ disruptive behaviour in the classroom in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The objective of this study was to find out the relationship between classroom control practices by prefects and student disruptive behaviour in the classroom mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The data was collected and analysed using a descriptive design, and the study's target population included 24 mixed secondary schools, 96 class teachers, and 840 form four students in Kisauni Sub-county. The study sampled 8 schools and 24 class teachers using both the purposive and simple random sampling techniques. A simple random sampling procedure was employed in order to select the actual students/respondents to participate in the study. Descriptive statistics computed included means, frequencies, standard deviation and percentages. In order to test hypotheses, f- and t-statistics shall be computed to test significant statistical differences at a 95 per cent significance level. Data were presented in diagrams, charts and tables. There is a moderate positive correlation between prefects' classroom control practices and students' disruptive behaviour (r =.269, p .000<.05). Prefects' classroom control practices are an important predictor of the students' disruptive behaviour (? = .269, p =.000<0.05, t = 4.286). The study is significant in that it will help teachers understand different student disruptive behaviours in secondary school, which will give directions on how to curb such behaviours.

Efficacy of Classroom Management in EFL Classes: A Case Study at Quest, Nawabshah, Pakistan

This research article investigates classroom management in the context of English as a Foreign Language (EFL) instruction at QUEST Nawabshah, Pakistan. It explores classroom dynamics, teacher-student interactions, and the unique challenges within this educational environment. Using qualitative methods, including observations and focus-group interviews, the study identifies current classroom management practices and their impact on learners' motivation, engagement, and achievement. The participants in this qualitative research study include 20 English as Foreign Language (EFL) students. These students were purposefully chosen to reflect a variety of backgrounds, language proficiency levels, and experiences in EFL classes. The findings reveal teaching flaws, such as unclear instructions and limited interaction, along with learner issues like passivity and a fear of making mistakes. The article concludes by discussing practical implications and recommendations for enhancing EFL classroom management, benefiting both educators and students.

Effective Classroom Management Training to Promote Better Education: Changes in Pre-service Teacher Strategies after Triad Debriefing

Throughout the world, training teachers in effective classroom management strategies is a major societal challenge. It is important for pre-service teachers to receive feedback on specific classroom management strategies from their trainers (supervisor and cooperating teacher), using an observation tool and ideally a video recording of their practice. Yet little is known about the evolution of pre-service teachers' actual classroom management practices during their internships and the feedback they receive from their trainers. This article therefore presents the evolution of the actual practices of pre-service French-speaking Belgian teachers observed on two occasions during their internships (Observation 1 and Observation 2). It also presents the link between the feedback given by the trainers and the intentions to act expressed by the pre-service teacher during the debriefing following the first observation (O1) and the strategies implemented by the pre-service teachers during the second observation (O2). To this end, an observation grid inserted into an observation software was used live in secondary school classrooms, and the debriefings were recorded and then analyzed. By comparing the feedback and intentions to act expressed during the debriefings with the actual strategies of the pre-service teachers, it was possible to identify which feedback and intentions to act were actually implemented by the pre-service teachers, on the basis of observable indicators. The results point to a number of positive developments in pre-service teachers' practices, and indicate certain avenues for improvement. They also show that pre-service teachers followed half the feedback given to them by their trainers. The results provide a basis for formulating ways of training teachers in effective classroom management.

Remote classroom management: a survey study of teachers’ online practices

The transition to virtual learning resulting from the COVID-19 pandemic drastically altered the work of many teachers. Despite the expansion of remote instruction, more research is needed to demonstrate what works for classroom management during virtual learning. We report the findings from an online survey related to online classroom management. Nearly 300 educators from 30 states completed the survey. We examined special and general education teachers’ perceived knowledge, use, and effectiveness of evidence-based classroom management practices translated for remote instruction and report findings related to self-efficacy when managing classrooms online. Results provide empirical support for the application of established classroom management practices in virtual learning contexts. Differences between special and general educators are explored and implications for special educator training and professional development are discussed.

Peer Bullying Experiences and Management Strategies of Preschool Teachers

The objective of this study was to explore preschool teachers’ experiences with bullying behaviors in the classroom, their strategies for managing such behaviors, and to provide recommendations for addressing peer bullying in the classroom. Key findings from the research include: A high percentage (90.3%) of teachers reported encountering peer bullying in their classrooms. The most frequently observed types of bullying were verbal (65.6%), followed by physical (16.9%), and psychological (17.4%) bullying. Female students tended to engage more in psychological peer bullying, whereas male students were more inclined toward physical bullying.The incidence of physical and verbal bullying increased as children grew older.One of the primary approaches employed by teachers in dealing with bullying was changing classroom management practices and promoting empathy among students.Implementing a values education program within classroom activities was suggested as a way to enhance the effectiveness of anti-bullying efforts. These findings highlight the importance of addressing peer bullying in early childhood education and fostering positive classroom environments that promote empathy and values education. The study also emphasizes the need for teacher training and support to effectively manage and prevent bullying behaviors among young children.