Effective Classroom Research Articles

Integrating emotional vocabulary in EFL education: a model for enhancing emotional intelligence in pre-service EFL teachers

This study investigates the role of emotional vocabulary in fostering emotional intelligence (EI) among pre-service EFL teachers, focusing on the Headway series. The general objective was to quantify, categorize, and classify emotion vocabulary across proficiency levels and to develop a systematic teaching model to enhance EI in pre-service teachers. A mixed-methods approach was employed: quantitative analysis identified and categorized emotional vocabulary using established lexicons, and qualitative thematic analysis aligned this vocabulary with key EI components such as self-awareness, emotional regulation, and empathy. To develop the systematic teaching model, a design-based research methodology was utilized, incorporating iterative refinement based on empirical findings and expert feedback. Grounded in Goleman’s Emotional Intelligence Theory, the study revealed a progressive increase in emotional vocabulary, with more complex emotions introduced at advanced levels. Positive emotions were more frequent at beginner levels, while negative and neutral emotions increased at higher stages, supporting self-regulation and empathy development. The systematic teaching model proposed in the study addresses key EI components such as self-awareness, social skills, and emotional regulation by scaffolding emotional vocabulary instruction across proficiency levels. This model provides a structured framework to equip educators with the emotional and linguistic tools necessary for effective classroom management and enhanced student outcomes. This research holds pedagogical implications for teacher training programs, recommending that emotional vocabulary and EI be integrated into pre-service education to improve classroom management and student outcomes.

Essential Knowledge for English Student Teachers: Core Competencies and Pedagogical Skills Needed for Effective Classroom Teaching

This study aimed to identify the essential knowledge and teaching competencies English student teachers should possess before beginning their in-school teaching practice. The study involved 24 English student teachers from the College of Teacher Education at Phranakhon Rajabhat University. All participants were in their 4th year of study and were actively engaged in their practicum during the academic year 2024. The data was collected using a Google form survey, designed based on the suggestions of three education specialists. The results of the Google form questionnaire were interpreted, categorized and tabulated on computer sheets and were calculated into the statistical values, Mean. The findings revealed that the participants demonstrated the highest confidence in integrating technology into English teaching, with a mean score of 4.34, reflecting their preparedness to utilize digital tools to enhance instruction. Confidence in pronunciation and phonetics (mean 4.27) and classroom management techniques (mean 4.20) also ranked highly, indicating their readiness to model accurate language and maintain an effective learning environment. Moreover, the highest-rated competencies include Classroom Management and Technology Integration (mean 4.37), highlighting confidence in managing classroom environments and integrating digital tools to support learning.

Correlates of the Knowledge of Emotional and Behavioral Disturbances among Teachers in Crowded Post-Covid-19 Lockdown Classrooms in Kasese District, Uganda

This study assessed secondary school teachers’ overall knowledge of emotional and behavioural disturbances (EBDs) among the growing number of students with EBDs in post-COVID-19 lockdown government-aided schools in Western Uganda. The study was quantitative, employing a correlational cross-sectional survey research design. A sample of 330 full-time teachers was drawn from three public secondary schools through stratified and simple random sampling. Data were collected using the Knowledge of Emotional and Behavioral Disturbances Questionnaire (KEBDQ) to establish relationships between variables. Pearson correlation coefficient and a stepwise linear regression were used to analyse data. Findings revealed that teachers’ overall knowledge of EBDs was very low implying that they were not aware of the characteristics of these learners and thus managing them in their crowded classrooms may be a disaster. A stepwise linear regression revealed that undergraduate courses and crowded classrooms significantly predicted teachers’ overall knowledge of EBDs in crowded classrooms after the COVID-19 lockdown. In conclusion, based on the findings, higher teacher education institutions should make undergraduate courses related to EBDs compulsory during professional training, and the Ministry of Education and Sports should reduce overcrowded classrooms for effective classroom management

The Impact of Smartphones on Effective Classrooms and Control Measures

The Impact of Smartphones on Effective Classrooms and Control Measures

Cognitive Insights from Emotional Intelligence: A Systematic Review of EI Models in Educational Achievement

Objectives: This study aims to investigate the relationship between Emotional Intelligence (EI) and academic achievement within educational settings. It seeks to determine how different EI models—specifically, Ability EI and Trait EI—impact students' academic performance, behavior, engagement, and motivation. The goal is to provide insights that can guide the integration of EI into educational practices to foster a more supportive and effective learning environment. Methods/Analysis: The study is based on a systematic review of sixty-four (64) peer-reviewed studies published between 2016 and 2023. These studies include randomized controlled trials (RCTs), longitudinal studies, and meta-analyses. The selected studies were analyzed to explore the effects of EI on various academic outcomes, including performance, behavioral engagement, and motivation. Findings: The analysis reveals that both Ability EI and Trait EI are positively associated with academic success. These models of EI appear to contribute significantly to the development of key skills such as emotional control, empathy, and problem-solving, which in turn support effective classroom management and academic achievement. The findings suggest that incorporating EI into educational curricula can lead to improved communication, better problem-solving abilities, and enhanced relationships between students and faculty. These improvements can create a more conducive learning environment and enhance overall academic outcomes. Novelty/Improvement: This study adds to the existing literature by offering a comprehensive review of recent studies that examine the role of EI in academic settings. It highlights the importance of implementing EI-focused interventions and curricula in schools, emphasizing the practical implications for educators and policymakers. Doi: 10.28991/ESJ-2024-SIED1-016 Full Text: PDF

Enhancing Classroom Management Self-Efficacy through Teacher Professional Education Program: An Explorative Study

Classroom Management Self-Efficacy (CMSE) is crucial for teachers to effectively manage diverse student needs, fostering preparedness, perseverance, and the ability to maintain a productive learning environment. This study examines how Indonesia’s Pendidikan Profesi Guru (PPG), or Teacher Professional Education program, enhances CMSE among certified English teachers. By exploring the experiences of three purposively selected junior high school teachers, this research highlights the role of professional development in building teaching confidence. Data were gathered through a validated CMSE scale, which assessed perceptions across various classroom management domains, and semi-structured interviews that provided rich qualitative insights. Using the interactive model by Miles, Huberman, and Saldana (2014), the analysis revealed two key findings: teachers with high CMSE consistently exhibited perseverance, motivation, and sociability—critical traits for effective classroom management—and participants credited the PPG program, particularly its structured components such as material deepening, learning device development, and teaching practice (PPL), with significantly improving their CMSE. These findings emphasize that well-designed professional development programs not only boost self-efficacy but also equip teachers with practical skills for managing classrooms effectively. The study concludes that sustained engagement in programs like PPG is vital for enhancing classroom management skills and offers valuable insights for shaping teacher education policies and practices to ensure continuous professional growth and improved teaching outcomes.

Class Management Strategy With Digital Technology

This research aims to investigate the extent to which the implementation of digital technology and effective classroom administration enhances the quality of education at Madrasah Ibtidaiyah. Establishing a learning environment conducive to learning necessitates the implementation of rules and procedures, regulating student behavior, and the physical configuration of the classroom. Furthermore, digital technology is instrumental in facilitating the learning process, as it enables access to information and interactive learning through hardware such as computers and devices, as well as software and internet-based applications. This research indicates that integrating digital technology into classroom management can improve student engagement in learning, facilitate more active participation, and promote the development of 21st-century skills, including digital literacy, collaboration, and problem-solving. Digital technology enables the development of a dynamic and more effective learning environment by allowing learning to be more interactive, flexible, and customized to the unique requirements of each student. The significance of incorporating digital technology to develop learning pertinent to the requirements of technological advancement in the digital age is underscored by the implications of this research.

Teachers’ Professional Development, Classroom Management Strategies, and Performance

This study examines the relationship between teachers’ professional development, classroom management strategies, and performance in the Schools Division of Iloilo, Philippines, during the 2023-2024 academic year. Utilizing a descriptive-correlational research design, data were collected from 391 elementary teachers through surveys and analyzed for patterns and differences. Findings indicate high levels of professional development and effective classroom management strategies. Demographic factors such as age, educational attainment, and teaching experience influenced teachers’ engagement in professional development and classroom practices. The study highlights the need for targeted development initiatives tailored to teachers’ profiles, emphasizing the impact of these factors on overall teacher performance. Keywords: Professional Development, Classroom Management, Teacher Performance, Educational Leadership, Iloilo Schools

Five-In-20 Classroom Observation Tool (FCOT): A Reliable Consultation Tool for Observing Classroom Management Practices

ABSTRACT Helping teachers implement effective classroom management practices is crucial to fostering a positive learning environment, student achievement, and teacher job satisfaction. Having a reliable tool can help school-based consultants monitor teachers’ implementation of these strategies and provide coaching when they do not. Therefore, we developed the Five-in-20 Classroom Observation Tool (FCOT) using 21 evidence-based strategies to help consultants guide and support teachers’ classroom management. To study FCOT’s reliability, we asked 44 participants to watch the same 20-min video and complete the FCOT. Their ratings were compared using intraclass correlation coefficient and alpha coefficient. Intraclass correlation coefficient yielded excellent agreement for average measures and moderate agreement for single measures for both strategy endorsement and quality rating. Cronbach’s alpha also suggested strong reliability for strategy and quality. When participant’s ratings were compared to a standard coded FCOT kappa values were substantial for strategy endorsement and moderate for quality rating. Percent agreement for strategy endorsement was acceptable, whereas quality rating was low. We discuss how school-based consultants can use the FCOT to help improve teachers’ classroom management and provide suggestions for further research.

Identifying Classroom Management Strategies Using Observational Notes and Zone of Tracking Framework at the Elementary Level (K-5)

An effective classroom management plan helps to create a positive and safe learning environment that fosters motivation, addresses challenges, and develops critical thinking among students (Jobirovna, 2023). Social-emotional learning plays a crucial role in building self-regulation among students. Research shows that self-regulated and emotionally alert students can achieve higher academic success (CASEL,2021). A case study on an urban Midwest K-5 charter school helped to identify the classroom management strategies used by elementary teachers to enhance the socialemotional state of the students by implementing the “Zone of Regulation” strategy (Kuypers, 2023) and analyzing the observational notes. A framework known as the “Zone of Tracking” framework was developed to connect the emotional alertness of students with the predicted intervention, which included various classroom management strategies used by all core-content teachers. Using the Zone of Tracking framework, 165 students across all grade level teachers were observed (N=66 observations). Each observation was one hour for all subjects. Out of 66, in 33 observations, Following Classroom Expectations was identified as one of the strategies for creating emotional alertness among students. Note-making during all classroom observations (N=66 observations) exhibits patterns grouped into two categories: instructional and classroom routines. Instructional routines included four subcategories: lesson planning, teacher time management, proximity of teacher, and automaticity of students. Classroom routines included four subcategories: Teacher voice level, classroom norms, rewards, and transitions. Listing and recognizing the various classroom management elements, considering the emotional alertness of the students, could assist the teachers in building a strong classroom management plan that can cater to both the student's academic and emotional needs and create a positive classroom environment conducive to learning.

Quality Assurance In Education: Innovative Approaches For Effective Classroom Management And Student Engagement

This paper investigates whether educational quality assurance models effectively address the quality of classroom management and school engagement. It examines practices within selected international and Bangladeshi universities, categorized by educational expense, to evaluate how quality assurance frameworks integrate indicators of classroom management and student engagement. Data were analyzed from online reports and university websites to assess the alignment of institutional policies with practical classroom strategies. The findings reveal gaps in integrating classroom-focused metrics into broader quality assurance activities, highlighting the need for frameworks that bridge institutional objectives with direct classroom practices. The originality of this study lies in its comparative analysis of diverse universities, shedding light on the role of financial capacities in shaping quality assurance initiatives. By emphasizing classroom dynamics and engagement as pivotal elements of educational excellence, this research contributes to the evolving discourse on quality assurance. The implications extend to policymakers and educators, suggesting actionable recommendations for developing comprehensive quality assurance systems that prioritize holistic student outcomes and foster innovation in classroom practices.

Ruang Kelas Sebagai Ruang Dinamis Guna Merancang Lingkungan Belajar yang Mendukung Kreativitas Siswa

This article discusses various efforts and strategies in classroom management that aim to improve students' motivation, discipline and learning effectiveness. Using descriptive qualitative research methods and literature studies, this article analyzes recent studies that show that good classroom management can significantly contribute to improving students' learning abilities. Various approaches, such as the use of learning through play, teachers' creativity in creating a dynamic learning environment, and students' involvement in school policy-making, are identified as key factors in creating a positive learning atmosphere. This research also highlights the importance of classroom climate management and the role of teachers in building good interactions between students. The results of this study are expected to provide insights for educators and education managers in designing more effective classroom management strategies.

Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children’s Disruptive Behavior

ABSTRACT Research Findings: Teacher emotional exhaustion and classroom-level disruptive child behaviors are prominent risk factors influencing teacher and child social-emotional and behavioral outcomes. Additionally, theoretical perspectives position links between teacher emotional exhaustion and children’s disruptive classroom behavior as influenced by other proximally occurring teacher-child interactive processes. The purpose of the study is twofold: 1) examine longitudinal bi-directional relationships between teachers’ emotional exhaustion and children’s disruptive classroom behaviors, and 2) examine teachers’ classroom interactions (i.e. emotional support, instructional support, and classroom organization) as mediators of this potentially longitudinal bi-directional relationship. A total of 756 preschool-aged children and 101 preschool teachers across 17 schools serving children from primarily low-income families within the southeastern United States were examined. Data were collected through a multiple-methods approach. Multi-level path models examined the bi-directional associations between teachers’ emotional exhaustion and classroom-level child disruptive behaviors and the mediating role of teacher-facilitated classroom interactions. No bi-directional or mediational links were found; however, teachers’ emotional exhaustion was linked to children’s disruptive classroom behavior, and classroom disruptive behaviors were linked with teachers’ emotional support and classroom organization. Practice or Policy: Facilitating support for teachers’ well-being is critical for school personnel to continue to promote children’s classroom behaviors and maintain effective classroom interactions.

A Qualitative Study of Faculty Members’ Perceptions of Their Role in Enhancing Learners’ Engagement in EFL Online Classes

Teaching English as a Foreign Language (EFL) online presents substantial obstacles in terms of fostering learners’ participation during lectures. To facilitate the use and practice of the language by English learners and to effectively administer classrooms, it is crucial to investigate the roles of faculty members. The purpose of this study is to examine faculty members’ perspectives on their role in promoting student engagement and participation in online English classes. The researcher employed a qualitative research methodology to collect data, which involved document analysis and conducting interviews with faculty members at Umm Al-Qura University. The findings of the investigation suggest that the primary responsibility of the faculty members is to cultivate relationships with students, facilitate their ability to confront learning obstacles and increase their involvement in the educational process. Additionally, the implementation of flipped classrooms to facilitate student engagement during lectures is another critical consequence of effective roles. The present study’s findings indicate that EFL instructors prioritize students’ interests by providing options that are consistent with them and encouraging interaction during the learning process. Faculty members implement strategies like collaborative learning and communicative techniques to support learners’ engagement and facilitate profound learning experiences. The study’s conclusions emphasized the importance of effective classroom administration, appropriate instruction, enhanced interaction with learners, and the use of English as the primary language in the classroom. The analysis revealed that interactive curricula, student support, and video contact with students are excellent methods for improving learner engagement. The investigation emphasized the importance of faculty members in creating a dynamic online learning environment, the need for building relationships with students, and the requirement for pedagogical training to enhance the effectiveness of online EFL instruction and boost learner engagement.

Challenges and Performance of Novice Teachers: Basis for School Management Plan

Novice teachers face significant challenges, particularly in classroom and time management and adapting to diverse student needs, which can impact their effectiveness and job satisfaction. This study examined the factors influencing the performance of 400 novice teachers in Cagayan de Oro City’s Southwest I and II Districts during the 2023-2024 school year. Using a questionnaire and analyzing data through descriptive statistics, Pearson Correlation, and one-way ANOVA, the study found that many teachers entered the profession later, with a majority aged 41 or older, predominantly female, holding Teacher II positions, and having prior experience in private schools. Results highlight that strong classroom management and the ability to adapt to student diversity are key to a novice teacher’s success. Effective classroom management contributes to a positive learning environment, enhancing student engagement and achievement, while adapting to diverse needs fosters inclusivity and reduces disparities, helping teachers manage stress and avoid burnout. Recommendations urge school leaders to create supportive environments emphasizing time management, professional development, and community engagement, employing the School Management Plan to foster teacher growth. This holistic approach aims to empower novice teachers, ultimately improving their effectiveness and contributing to better student outcomes.

UNVEILING STUDENTS’ VOICE ON LECTURERS’ CLASSROOM MANAGEMENT IN VIRTUAL ENGLISH MEDIUM INSTRUCTION

A private university in Indonesia has implemented English Medium Instruction (EMI) classes in order to support internationalisation programmes. This policy entails using English as the instructional language in the classroom. This case study examined the teaching practices of seven content lecturers from the Biology, Physics, Mathematics, and Primary Education Departments in EMI classes, focusing on classroom management. Additionally, it explored 208 students’ perceptions in this setting. Data were collected through class observations, questionnaires, and interviews. The findings suggest that effective classroom management by lecturers leads to increased student participation and engagement. The lecturers employed various organisational, teaching management, and teacher-student relationship strategies to manage their classrooms. These findings provide valuable insights into maximising classroom management in an EMI setting, which can enhance critical reflection and support the implementation of EMI classes. The study also highlighted the students' perception of participation and interaction in the class, confirming that lecturers who lack effective teaching skills and multimodal strategies result in passive learning among students.

Penggunaan Media Youtube dalam Pembelajaran PAI di Sekolah

This study aims to analyze the use of YouTube in Islamic Religious Education (IRE) learning in schools. The results indicate that the use of YouTube enhances students' interest, facilitates the understanding of abstract material, and develops critical thinking and digital skills. Videos presented through YouTube help students understand IRE content in a more engaging and practical way, particularly in matters of theology, worship practices, and Islamic history. Despite the many benefits, the use of YouTube also faces challenges such as the selection of appropriate content, limitations in technological infrastructure, risk of distractions, and more complex time management. Therefore, strict supervision, careful content selection, and effective classroom management by teachers are necessary to optimize the use of YouTube in IRE learning. This study recommends the proper integration of YouTube into the learning process, supported by improved infrastructure and teacher training.

Secondary School Teachers' Development In TPACK, ICT Literacy, And High-Level Thinking: Community Service In SMK N 3 Purwokerto, Central Java

Students can gain a better grasp of subjects through the use of ICT literacy. Students can learn a wide range of facts and concepts in a balanced and effective way if they are literate in the use of information and communication technologies. Research has shown that there is a strong correlation between PLT and ICT Literacy. The correlation between TPACK and ICT literacy is strong as well. All of this points to the importance of TPACK, PLT, and ICT literacy as cornerstones of effective classroom instruction. The goals of this community service project are threefold: first, to increase teachers' TPACK competency, ICT literacy, and PLT understanding and knowledge; second, to develop TPACK competency programs; and third, to develop TPACK competency, ICT literacy, and PLT teaching materials. The author argues that the training implementation method is the most justified of the three prerequisites that any school must meet. These prerequisites include: 1) Setting up a system for online instruction. Naturally, their e-learning platform can cleanly display TPACK competencies, ICT literacy, and PLT; 2) Creating activities for innovation workshops; 3) Engaging students in learning TPACK competences, ICT literacy, and PLT through student-led activities.

Enhancing Global Citizenship in English Language Teaching: Perspectives and Practices from Moroccan Educators

In a rapid changing world characterized by globalization and ongoing technology and communication advancements, English learners need to develop employability skills that ensure their competitiveness and qualify them to realize satisfying careers. Employers around the globe are seeking leaders who can transcend all historical, geographical, cultural and independent barriers to embrace global citizenship. Employees are required to adapt to diverse perspectives to foster their innovation, and build sustainable relationships across borders. Eventually, they can enhance inclusivity and increase productivity to drive better business outcomes. For this reason and others, promoting global citizenship in English Language Teaching (ELT) settings seems to be essential for equipping learners with the necessary job requirements. To investigate this issue, the current study adopted a quantitative research method using an on-line survey questionnaire sent to Moroccan ELT teachers. The data gathered was analyzed through SPSS (Statistical Package of Social Sciences), in the form of descriptive statistics in order to identify Moroccan ELT teachers’ challenges in developing students’ global citizenship and to suggest effective classroom practices to meet this goal. The study at hand will contribute to expanding literature on transversal skills development in ELT. Additionally, the implications and recommendations discussed will guide ELT teachers in fostering global citizenship among English learners.

Liderazgo pedagógico de los directores escolares en educación básica, secundaria y media en Colombia

The pedagogical leadership of school directors in elementary, middle and secondary education is crucial for educational success and continuous improvement. This article aims to analyze said leadership in Colombia, focusing on its impact on teaching and learning processes, identifying challenges and proposing recommendations for its strengthening. The methodology uses a qualitative systematic review based on the PRISMA guide, selecting 38 articles published between 2019 and 2023. Studies concerning the pedagogical leadership of the school director at elementary, middle and secondary school levels were considered as inclusion criteria. The research highlights the complexity of the managerial role, facing challenges such as the development of improvement projects and the management of low-performing personnel. The results indicate that pedagogical leadership goes beyond improving standardized assessments, focusing on the comprehensive training of citizens. In Colombia, this leadership is reflected in educational quality, teacher training and effective classroom strategies. The importance of changing the supervisory focus of teaching managers to that of pedagogical support that strengthens pedagogical practices, stimulating leadership and contributing to the comprehensive development of students to thus raise educational quality is highlighted.