Improving Classroom Management Research Articles

The relationship between teachers’ self-efficacy and classroom management practices in secondary schools

This study explores the intricate relationship between teacher self-efficacy and classroom management practices in secondary schools in the Mansehra district of Pakistan. Teacher self-efficacy, defined as the belief in one’s ability to manage and influence classroom environments effectively, has been identified as a critical factor influencing both teaching performance and student outcomes. The research employed a mixed-method approach, gathering data from 62 teachers and 310 students using both online surveys (via Google Forms) and physical questionnaires to ensure a diverse and inclusive participant pool. Data analysis was conducted using two complementary tools: SPSS and Smart PLS. SPSS was used for descriptive statistics and inferential analyses, such as t-tests, chi-square tests, and measures of central tendency, to offer an overview of group differences and relationships between variables. Meanwhile, Smart PLS was employed for Partial Least Squares Structural Equation Modeling (PLS-SEM), a technique suited for complex models and smaller sample sizes. This method allowed for the analysis of both direct and indirect relationships between the study variables—teacher self-efficacy, teaching practices, and classroom management. The findings reveal a significant positive correlation between teacher self-efficacy and classroom management practices. Additionally, teaching practices were found to mediate this relationship, indicating that higher levels of self-efficacy not only directly improve classroom management but also enhance teaching performance, which in turn contributes to better-managed classrooms. These results suggest that interventions aimed at enhancing teacher self-efficacy can have far-reaching effects on educational outcomes. The study highlights the need for focused teacher development programs that foster self-efficacy, thereby improving classroom management, student engagement, and overall academic success.

An analysis of classroom management challenges to the novice elementary school teachers in Islamabad, Pakistan

This study analysed the classroom management challenges faced by novice Elementary School Teachers (ESTs) who joined the Federal Directorate of Education (FDE), Islamabad, in 2022. The physical, administrative and individual challenges of the classroom were studied. Using a quantitative approach, the research focused on 661 ESTs, consisting of 249 males and 412 females. A stratified sample of 248 teachers (95 males, 153 females) was selected, and data were collected via a self-developed questionnaire. Experts confirmed the instrument’s validity and reliability were measured with a Cronbach’s alpha of 0.885. Data analysis revealed that novice teachers face several challenges, including limited classroom space, insufficient furniture, and inadequate resources for science labs. They also face challenges in maintaining discipline, disruptive behaviour, and irrelevant questions from students. Furthermore, individual differences among students due to varying IQ levels, learning interests, and socio-economic backgrounds proved challenging. Overcrowded classrooms hinder novice teachers' ability to focus and provide individual attention. The study concluded that heads of educational institutions must offer consistent guidance and support to newly appointed ESTs, especially during their first year, to improve classroom management skills.

Classroom Management Strategies and Their Influence on Student Social Behavior

This study investigated the impact of various classroom management strategies on student social behavior, employing thematic analysis to analyze qualitative data from teacher interviews and observations. The research aimed to identify which management techniques were most effective in promoting positive social interactions and reducing disruptive behavior. Key findings revealed that strategies such as setting clear expectations, using positive reinforcement, and integrating Social-Emotional Learning (SEL) were instrumental in enhancing students' social skills and fostering a supportive classroom environment. Additionally, the study highlighted the importance of ongoing professional development for teachers, with interactive workshops, coaching, and peer collaboration proving to be valuable in improving classroom management practices. The insights gained from this study offer practical recommendations for educators to create more effective and harmonious learning environments, ultimately contributing to better student behavior and academic outcomes.

Self-Efficacy and Job Satisfaction of Primary School Teachers

This study presents an in-depth investigation into the predictors of job satisfaction among primary school teachers in China. The study is grounded in the theoretical framework of self-efficacy and job satisfaction theories, providing a comprehensive understanding of the factors influencing job satisfaction in the unique socio-cultural context of China. The research employs a descriptive-comparative correlational research design, utilizing a comprehensive questionnaire survey to collect data from a representative sample of primary school teachers in Wuhan, China. The questionnaire covers demographic information, self-efficacy in student engagement, instructional strategies, classroom management, and job satisfaction levels. Based on these findings, the study concludes that enhancing teacher self-efficacy, providing a supportive work environment, and improving classroom management practices are key to improving job satisfaction among primary school teachers in China.

Race-Conscious Teacher Coaching: Disrupting Implicit Bias and Improving Teachers’ Relationships with Black Students

ABSTRACT Racial discipline disproportionality is a persistent issue in schools with Black students experiencing exclusionary discipline two to three times more than their White peers, and Black males more likely to be diagnosed with an emotional and behavioral disorder. Interventions that target malleable root causes of disproportionality and have an explicit racial bias component may disrupt these processes. The study took place in an alternative school setting across two classrooms with White, fifth- and sixth-grade teachers (n = 2) and their Black students (n = 6). A single-case, withdrawal design (A-B-A-B) examined the impact of a semi-structured teacher coaching intervention on disrupting biases, improving classroom management and cultural competency, and ultimately improving student-teacher relationships. The coaching included Mindful STOP as a self-regulation strategy, the Mindful Reflection Protocol to discuss behaviors, and performance feedback, all focusing on outcomes related to student-teacher relationships and discipline. During intervention phases, Teacher 1 showed improvements in positive communication while keeping negative communication low. Teacher 2 showed smaller, more variable improvements. Teachers and students in both classrooms reported improvements in their relationships based on pre/post rating scales. Teacher-reported discipline outcomes were variable. These findings may provide concrete strategies for supporting the development of equitable discipline practices for Black students. Future studies will explore modifications to the current coaching package.

On the Plateau Phenomenon in College English Learning

The plateau phenomenon is a phenomenon with regularity discovered by educational psychologists in the process of studying the formation of operational skills. Skill is an activity or mental activity to successfully complete a certain task. It is obtained through practice. When skills are formed, practice will temporarily stop at a certain stage. On the growth curve, it is shown as maintaining a certain level and continuously rising or falling, but after breaking through the plateau phenomenon, the curve can be seen to continue to rise. This article analyzes the manifestation of the plateau phenomenon in the process of learning English for college students, and analyzes that the main reasons for it. Some students are not interested in English learning, their mental state is not good, they lack effective learning strategies and the teacher’s classroom management is not in place. Therefore, to help students overcome the plateau phenomenon, teachers should improve classroom management, cultivate students’ interest in English learning, improve students’ self-confidence, and teach students effective learning strategies. This article introduces the reasons for the plateau phenomenon and effective strategies to solve the plateau phenomenon, so that students can better understand the plateau phenomenon, break the bottleneck of English learning, and make greater progress.

Using Growth Mindset to Improve Classroom Management

A growth mindset fosters resilience, perseverance, and a belief in the ability to improve through effort, ultimately promoting a positive attitude toward learning and personal development.

STRATEGI GURU DALAM MENGATASI KESULITAN SISWA MENGKONSTRUKSIKAN RESENSI CERITA PENDEK PADA PELAJARAN BAHASA INDONESIA KELAS XI SMKN 5 DENPASAR

Reviews are made in written form and are addressed to readers who review the weaknesses and strengths of a work. However, there are still students at school who cannot review short stories well. The purpose of this research is to determine students' difficulties in constructing short story reviews and to determine the implementation of teacher strategies in improving students' skills. The research subjects were class XI students at SMK Negeri 5 Denpasar for the 2023/2024 academic year. The data collection method in this research uses tests and observation. The data obtained was analyzed through quantitative descriptive. Data analysis is carried out on each data collected, both quantitative data and qualitative data. The research results showed that students' difficulties in aspects (1) suitability of the content of short story reviews were identified as slightly difficult with an average score of 63.46; (2) the grammar of short story reviews identified little difficulty with an average score of 65.76; (3) the short story reviewer's diction sentence structure was identified as slightly difficult with an average score of 65; (4) the coherent sentence structure of short story reviews identified little difficulty with an average score of 63.07; and (5) the formation of short story review paragraphs identified little difficulty with an average score of 65.76. The solution to overcome this teacher strategy is to improve classroom management by using pop up media.

InClass – an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups

Organizing lessons for heterogeneous learning groups is a challenge for student teachers and novice teachers. To observe and improve classroom management during student teaching, we have developed an assessment tool. The aim of this study is to evaluate and improve the instrument “Scale for Classroom Management in Inclusive Schools (InClass)” with data from 480 student teachers in internships at elementary or special schools in Germany and Austria. The instrument consists of the three dimensions Adaptive Teaching Scale (ATS), Relationship Scale (RS), Behavior Management Scale (BMS). Confirmatory factor analyses revealed good reliable values (CFI = 0.97, TLI = 0.96, RMSEA = 0.06, SRMR = 0.04) for the three-factor InClass model and could confirm the theoretically developed scales. The latent correlations were between r = 0.74 and r = 0.63. Teachers in elementary schools also showed latent correlations between the three dimensions and their assessment of the implementation of inclusive education in the school ranging from r = 0.51 to r = 0.84. In order to meet the individual needs of all students, with and without special educational needs (SEN), novice teachers in particular should be supported in dealing with heterogeneous learning groups and in using effective classroom management. Instruments such as InClass help student teachers evaluate and reflect on instruction and therefore have an important contribution to teacher education.

Implementation and Challenges of Problem Based Learning in Critical Thinking Skills in Elementary Schools: A Review of Pedagogic Competencies

<p><em>This study describes the role of teachers in terms of teachers' pedagogical abilities in implementation and the obstacles experienced in applying problem-based learning models to critical thinking skills. Research focus: 1) identify teacher planning and implementation in the application of problem-based learning models on critical thinking skills in terms of pedagogic competence. 2) Describe the challenges faced by teachers and students in the application of critical thinking skills. 3) Solutions that can be done by teachers in implementing problem-based learning models on critical thinking skills. The research method used is </em><em>descriptive</em><em> qualitative with data collection techniques of interviews, observations, and documentation studies. The result of this study is that teachers in planning learning objectives in RPP have not contained critical skill indicators. Teachers can empower students' critical thinking skills, as facilitators teachers can improve classroom management skills to achieve learning goals. Group discussion forums can be an alternative solution to the challenges faced by teachers and students in optimize critical thinking skills.</em><em> The conclusion of this study is that pedagogic competence has an effect on optimizing the application of problem-based learning models and critical thinking skills.</em></p>

Pelatihan Manajemen Kelas Efektif guna Meningkatkan Kualitas Pembelajaran pada Era Merdeka Belajar

Class management is one of the supporting aspects of the good learning process. Good management produces a conducive learning environment for both students and teachers. The new learning paradigm in the Merdeka Belajar curriculum means that teachers, as learning leaders, must be able to create safe, comfortable, and enjoyable classes. The problem with partners is that classroom management still needs to be optimal because teachers' knowledge and understanding regarding effective classroom management are not optimal. Teacher's understanding of effective classroom management is arranging students' seats. The psychological approach of students still needs to be fully understood and implemented by teachers in classroom management. The Universitas Tidar community service team is trying to solve problems at the two partners through an effective classroom management training program. Class management is physical and managing students and their social learning environment. Therefore, training is needed to improve classroom management skills effectively. The subjects of this training were teachers at SMP Negeri 3 and SMP Negeri 9 Kota Magelang. The approach used is a classical approach. The method of implementing service activities is through lectures and discussions. The results of service activities are that teachers gain new knowledge regarding effective classroom management, and teachers' skills increase in managing classes according to student's needs.

Influence of Teachers’ Work Conditions on Classroom Management Practices

This study investigated the impact of teachers' work conditions on classroom management practices in public elementary schools. A mixed-method sequential explanatory design was used, involving surveys from 328 teachers across 22 public schools in Pasig City through stratified random sampling and interviews with ten teachers. Quantitative analysis revealed significant positive correlations between teachers' demographic factors (age, sex, and designation) and work conditions, such as workload, student academic performance, school rules, facilities, and resources. Regression analysis further indicated that workload, student behavior, school policies, facilities, and leadership support significantly influence classroom management. Qualitative findings highlighted the complex relationship between work conditions and teachers' classroom practices. The findings suggest that improving work conditions, such as reducing teacher workload, enhancing school facilities, and providing stronger leadership support, can significantly improve classroom management practices in public elementary schools. Moreover, tailored policies that address teachers' demographic factors and the specific challenges in their work environment are crucial for fostering effective classroom management. These insights can guide policymakers and school administrators in creating more supportive environments for teachers, ultimately improving student outcomes and overall school performance.

Using Project Based Learning to Teach Applied Behavior Analysis Knowledge and Skills to Pre-Service Teachers

Classroom management is a leading challenge for teachers. Applied Behavior Analysis (ABA) strategies can improve classroom management, however, there is a lack of research on teaching ABA skills. One approach to teaching new skills is Project Based Learning (PBL). Using a PBL format, this study implemented a Behavior Change Project where participants completed a project that incorporated ABA strategies. Pre- and post-assessments showed positive increases, indicating participants gained a better knowledge about ABA and classroom management strategies. Results indicate participants felt more comfortable implementing ABA strategies and designing data collection procedures. In addition, this project helped participants increase professional skills.

Classroom Management, Motivation and Academic Performance: The Perspective of Students in Business English Classes at Ba Ria-Vung Tau University

This study applied self-determination theory to understand the roles of teacher’s behavioral control and care in student learning outcomes. The research explored the relationship between components of classroom management and academic performance via the mediating role of motivation to learn of students in Business English classes at Ba Ria – Vung Tau University. By applying qualitative research combined with quantitative research (mixed method), this research tested the relationship between classroom management (teacher behavioral control, teacher care), motivation to learn and academic performance. The research results indicated that teacher behavioral control and teacher care have positive relationships with motivation to learn and academic performance; motivation to learn is positively related to academic performance. In addition, motivation to learn plays a partial mediator role between classroom management and academic performance. Finally, the study proposed some implications for administrators and teachers in improving classroom management to increase the motivation to learn and the academic performance of students in Business English classes at Ba Ria – Vung Tau University.

Teacher professional development for managing antisocial behaviors: a qualitative study to highlight status, limitations and challenges in educational institutions in the metropolis city of Pakistan

IntroductionA community cannot avoid the frustrating problem of antisocial behavior, which consists of actions that violate traditions or standards. To deal with the antisocial behavior and aggression in children, a variety of techniques and interventions have been proposed and applied throughout the world. Teachers can overcome antisocial behavior in educational institutions through professional development programs. In Pakistan, there are few studies that focus on teachers’ professional development in behavior management, which should be investigated.MethodsA qualitative research study examined teacher professional development courses aimed at improving classroom management skills and controlling antisocial behaviors by collecting information from instructors. This approach was taken because this study aims to identify teacher educators’ experiences related to antisocial and aggression control training in the school setting. In addition, the limitations and challenges associated with such development programs are revealed through semi-structured interviews.ResultsResearchers reported major challenges related to such trainings include resistance and unwillingness of school authorities and teachers to participate in such trainings, as well as lack of resources and finances.DiscussionTo ensure that teacher training is effective and leads to the development of teacher skills and improvement of student behavior, researchers recommend implementing evidence-based intervention programs with ongoing monitoring by a trained teacher specialist. It is also recommended that curricula be standardized and in-service training results be empirically verified.

EFFORTS OF SUBJECT TEACHER CONSULTATIONS (MGMP) IN INCREASING THE QUALITY OF ISLAMIC RELIGIOUS EDUCATION LEARNING

The purpose of the research that the author did was to find out and explore the efforts of MGMP to improve the quality and quality of Islamic Religious Education Learning. This research is descriptive qualitative research with the type of field research. Methods of collecting data were observation, open interviews and study documentation. Data analysis used descriptive analysis. The results of the study found facts that efforts MGMP to improve the quality of Islamic Religious Education Learning at SMP-IT Ibadurrahman were carried out by increasing teacher professionalism, improving classroom management and management, and utilizing the habituation programmed in schools. These three efforts are integrated in intracurricular activities, extracurricular activities and habituation activities and school culture. The supporting factors in this case are the existence of evaluation evaluations in one week, the existence of various extra activities and habituation, the existence of cognate lessons that support PAI learning, adequate facilities and support from school stakeholders and foundations. The inhibiting factors of these activities include the ability of teachers to understand and apply approaches, strategies, models and learning methods, teachers tend to do conventional learning with lectures, focusing on cognitive abilities alone.

Teacher Outcomes with a School-Based Mindfulness Intervention during COVID-19

Teacher burnout is one of the primary drivers of turnover. Skills such as improved classroom management have been shown to mitigate teacher burnout. COVID-19 created classroom disruption and an unprecedented youth mental health crisis. This study examined the effectiveness of a school-based mindfulness training at improving classroom management self-efficacy and reducing teacher burnout during COVID-19. Elementary school personnel were invited to participate in two versions of Kidding Around Yoga training and to implement with their students. Pre- and post-tests were conducted at 4-6 months (n = 49) to measure individual items related to classroom management, teacher self-efficacy, perceptions of student engagement, and professional quality of life. There were significant differences at post for items related to teacher skills, knowledge, and self-efficacy, and perceptions of the student experience (specifically, student emotional regulation). There were no significant differences between baseline and post in any of the professional quality of life measures. Findings suggest that Kidding Around Yoga is promising as a universal intervention to improve teachers’ self-efficacy and skills, and their experience of the classroom. More information is needed to understand if the intervention would have long-term impact on teacher burnout and turnover.

Reform of College Physics Instructional Mode under the Background of Internet+

With the deepening of curriculum reform, various new instructional methods and methods have been introduced into the teaching of college physics, which has played a positive role in students' effective learning. The rapid growth of Internet technology not only challenges the traditional instructional mode, but also provides opportunities for the reform of instructional methods. In order to meet the individualized learning needs and growth rules of contemporary college students, this paper, under the guidance of constructivism learning theory, ubiquitous learning theory, autonomous learning theory and deep learning theory, analyzes the reform strategies of college physics instructional mode under the background of internet +. In today's "internet +" environment, we should fully grasp the opportunity to promote the teaching reform of "College Physics" and improve the disadvantages of traditional instructional mode, so as to achieve the purpose of improving classroom management and teaching effect, and make full use of Internet resources to enhance students' scientific research and innovation ability and comprehensive quality, so as to lay a solid foundation for their future study and life.

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.

Vocal Awareness and K-12 Education: A Qualitative Research Study

ABSTRACT In a K-12 setting, a student’s ability to process spoken language can be hindered by vocal dysfunction in their teacher’s voice; however, voice training and vocal hygiene are rarely components of K-12 teacher training in the United States, despite a high rate of dysphonia among teachers. A teacher’s ability to connect emotionally with students may have a direct impact on student learning. One way for teachers to connect emotionally with students is through their voice, yet educating teachers in vocal emotional communication is broadly absent from pre-service teacher training. This study explores the potential value of using the Linklater Voice Method to increase K-12 teachers’ awareness of their voice. This study’s participants were all trained in the Linklater Voice Method prior to this study. They self-reported increased awareness of their voices and recognized that this awareness allowed them to use their voice as a teaching tool, giving them the ability to improve classroom management and create a greater emotional connection with students. This increased vocal awareness as a teaching tool was also observed in a classroom setting.