Learning Competencies Research Articles

Ready to Implement? An Exploration of K12 Faculty’s Preparedness to Create Inclusive Learning Environments

Understanding how to create trauma-informed learning environments which can contribute to learner empowerment is the focus of this phase of an ongoing education design research project. As embedding opportunities for social-emotional learning (SEL) competency development has proven to help all students develop a sense of belonging within their educational environments (Cooper, 2014), a classroom climate that promotes these opportunities proves a useful metric by which to define inclusive learning environments. Internal and external factors K-12 faculty perceive as affecting their ability to create inclusive learning environments for increasingly diverse student bodies are examined. Observations are used to understand the extent to which faculty perception informs classroom practice. As K12 teachers are often collaborators in design and implementation of inclusive environments, an understanding of the extent to which these individuals conceptualize terms such as “belonging” is critical.

Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency and AI-assisted writing

The impact of Artificial Intelligence (AI) on English writing is gaining prominence. This study aimed to examine the interplay between critical thinking skills, self-directed learning competency, and Artificial Intelligence writing by cross-lagged model, with the focus on the moderating role of self-directed learning competency on critical thinking skills and Artificial Intelligence writing. A total of 204 participants completed a critical thinking test, self-directed learning questionnaire and a writing task. The results revealed significant correlations between critical thinking skills, self-directed learning competence, and AI-assisted writing. However, the temporal correlations between critical thinking skills and self-directed learning exhibited a reciprocal pattern over three times, while the correlations between critical thinking skills, self-directed learning, and AI-assisted writing were unidirectional. Interestingly, the findings indicated that self-directed learning moderated the relationship between critical thinking skills and AI-assisted writing over two times, but not in the third time. These findings emphasized the pivotal roles of critical thinking skills and self-directed learning in AI-assisted writing among EFL learners. They also suggested that using AI-assisted tools critically and independently in writing can mitigate the tendency to over-rely on these tools.

Analysis of the Early Childhood Education Curriculum from a Resilience Perspective

As resilience refers to the human capacity to overcome challenging situations and quickly recover from them, fostering it from an early age in an educational context will enable children to be more efficient at both the cognitive and emotional levels. Therefore, the main objective of this study is to analyze the presence of resilience pillars in the current Spanish educational legislation, focusing on Early Childhood Education. In Spain, the new Education Law (LOMLOE) Organic Law 3/2020, amending Organic Law 2/2006, aims to enhance autonomy, initiative, and conflict resolution in children. In Royal Decree 95/2022 on Early Childhood Education, the three areas of knowledge (harmonious growth, discovery and exploration of the environment, and communication and representation of reality) are examined in relation to Steven J. Wolin and Sybil Wolin’s seven resilience pillars. In the second cycle of early childhood education, emphasis is placed on the development of specific competences for learning and doing, contributing to the comprehensive development of the child. Although the LOMLOE does not explicitly mention resilience, the curriculum reflects these resilience pillars—except for humor—highlighting the importance of understanding the individual characteristics and contexts of children. In summary, the promotion of resilience in early childhood education aligns with educational regulations in Spain, contributing to the comprehensive development of children and preparing them for future challenges.

Learning to safeguard: exploring adult safeguarding officers' readiness for online learning and their perceptions of a blended learning safeguarding training programme

PurposeThis paper aims to present commentary on adult safeguarding designated officers’ (nominated senior staff members in the Health Service Executive and its funded services) in Ireland readiness for online learning and their perception of the blended approach used in their training and considers the implications of this for practice.Design/methodology/approachIn total, 233 designated officers were surveyed. A self-administered online survey comprising of two instruments was used. The questionnaire combines two previously validated tools measuring readiness for online learning and perceptions of blended learning. Minor modifications were made to account for local circumstance and language. Demographic questions relevant to the survey population were added. The response rate was 49%.FindingsDesignated officers regarded specified competencies for online learning as important to very important with highest importance placed in time management. Designated officers expressed they were confident to very confident in their ability to accomplish all competencies in online learning. The highest confidence was in the technical competencies. Designated officers are demonstrating high readiness for online learning. Designated officers reported positively on online contributions and on blended learning workload. The scores indicate positive perceptions of the blended learning experience. Responses to an open-ended question were largely positive with some suggestions for improvement made.Practical implicationsFindings have helped inform planning and development of the Health Service Executive’s adult safeguarding training for designated officers with changes made since this survey was undertaken.Originality/valueTo the best of the author’s knowledge, this is the first time a survey was undertaken of designated officers in Ireland with a view to improving safeguarding training. Recommendations for adaptions to the blended designated officer programme were proposed and subsequently accepted and implemented.

Culture-based lesson exemplar (CBLE) on least mastered learning competencies in science 4

This study presents the development of a Culture-Based Lesson Exemplar (CBLE) in Science 4, strategically tailored to address the least mastered learning competencies, with the aim of elevating learners' proficiency. Employing a Research and Development (R&D) methodology, the research conducted an actual count of Public Grade 4 Science teachers from the Schools Division of Ilocos Norte (SDOIN), Schools Division of the City of Batac (SDCB), and Schools Division Office of Laoag City as its respondents. To address the research objectives, three research instruments were employed: a survey-questionnaire, content validation, and a level of acceptability assessment. The CBLE in Science 4 is meticulously crafted to facilitate teachers' guided comprehension of scientific concepts and enhance Grade 4 pupils' mastery of the subject matter. This instructional material seamlessly integrates local icons, narratives, resources, and scenarios that reflect the rich Ilocano culture while preserving the core scientific concepts. The CBLE underwent rigorous content validation, encompassing objectives, content alignment, values formation, technical attributes, and instructional quality. Furthermore, its level of acceptability was gauged through the input of a group of end-users. The research findings indicate that the proposed CBLE demonstrates very high validity and garners a high level of acceptability. Consequently, this meticulously developed material serves as an invaluable supplementary resource for educators aiming to enhance the mastery, performance, and comprehension of Grade 4 learners in science. The validation process yielded an overall mean rating of 4.75, affirming the practical utility and quality of the developed material for educational purposes.

Методика використання проблемного навчання на лекційних заняттях з теоретичної механіки

The article substantiates the need for the implementation of creative engineering thinking in students of higher education when studying the discipline "Theoretical Mechanics". Examples of problematic issues and methods of solving them using the analysis of the proposed hypotheses are given.
 The purpose of the article is to justify the given method of using problem-based learning in lecture classes on theoretical mechanics using active learning methods.
 The main goal of higher education is the formation of competences in learners, which will allow them to constantly develop and adapt to modern requirements in the conditions of constant development of industry. The main emphasis is placed not only on the assimilation of knowledge, but also on its creative application, the ability to solve new tasks, analyze different options and achieve optimal results. Solving creative engineering problems in the style of a business game or a game session reveals and reveals creative skills and abilities, significantly increases the individual creative potential of most of the applicants and contributes to the formation of professional production skills. The work of students in such classes includes a number of actions aimed at deepening knowledge, consolidating it in practical situations and developing personal qualities, such as independence, creativity, responsibility, work planning, the ability to quickly adapt to changes and make adjustments in the work process. Active participation of students in this process is also important, which contributes to their intellectual growth and development.
 Problem-based learning is a method in education that actively involves students in finding, analyzing and solving real problems or situations that arise in the context of studying a specific topic or discipline. The main aspects of problem-based learning include:
 - active participation of students – in problem-based learning, students act as active participants in the educational process. They are aimed at independent study of the material, problem solving and joint discussion.
 - stimulation of critical thinking – promotes the development of critical thinking in students. They learn to analyze information, make hypotheses, solve problems and argue their opinions.
 - collaborative learning – where group projects or tasks are often used, which promotes the development of communication skills, cooperation and mutual assistance between students.
 - interdisciplinary approach – can cover different aspects from different disciplines, which allows students to consider the problem from different points of view and apply knowledge from different areas.
 - development of independence and initiative – this teaching method stimulates independence and initiative of students. They learn to independently find information, formulate questions and find their own ways to solve problems.
 - application of skills in real life – promotes the development of skills that can be applied in real life situations. It helps students understand how their knowledge can be useful in practical activities.
 These aspects allow problem-based learning to be an effective learning method that promotes deep learning of the material and development of key competencies in students.

Pedagogical approach of grade 7 teachers in teaching the learning competency of integers

This research addresses the intricate challenges of teaching integers in middle school mathematics. Focusing on grade 7 teachers, the study explores strategies to enhance integers' teaching-learning competency, revealing nuanced approaches employed by three teachers. Through qualitative methods, specifically in-depth interviews, the research uses an exploratory approach to unravel the underlying strategies shaping the teaching of integers. Key findings underscore integers as a formidable learning competency for grade 7 students, particularly in operations like addition and subtraction. The most effective pedagogical approach, encapsulated in the 3Rs — Reaching, Representing, Recommending — involves drill exercises for foundational concepts, integrating manipulatives like algebra tiles and coloured tiles, and advocating for continuous manipulative use with persistent drill exercises and integrating technology. These identified themes emphasize the need for a uniform understanding among teachers during discussions to ensure a cohesive and effective teaching strategy. Recognizing these strategies is crucial for addressing the existing learning gap and advancing grade 7 students' competency in dealing with integers. The research contributes valuable insights to the academic discourse, offering effective pedagogical practices and fostering a more robust foundation for mathematical understanding at the middle school level.

Performance Task Mapping for Collaboration

As the main project, performance tasks call for broader cooperation among learning areas. This study mapped out the performance tasks assigned to students at the University of Baguio Senior High School and the common enhanced learning competencies for possible collaboration. Through a qualitative design, a semi-structured interview guide was used to gather data from 13 writers of learning modules in Grade 11 academic strands during the first semester of the school year 2022-2023. An analysis of the learning modules, course syllabi, and curriculum guides was conducted to support responses from interviews. The findings showed that the performance tasks were plans, creative presentations, and analytical documents. Simultaneously, the most common essential learning competencies were geared toward developing life and career skills, followed by learning and innovation skills. An action plan for collaborative tasks was prepared as the output of the study.

Developing digital competence of teachers in postgraduate education using Google Workspace for Education

Digital competence is a key skill for teachers in the era of distance education. However, developing digital competence requires appropriate forms and training methods that utilise the available technologies and tools. In this article, we explore how Google Workspace for Education, a cloud service that offers various digital education tools, can foster digital competence among teachers in postgraduate education. We draw on our experience organising and conducting distance learning courses for university teachers at the Department of Open Educational Systems and Information and Communication Technologies of the Institute of Postgraduate Education. We present the theoretical background of competence, digital competence, and distance education and the educational opportunities that Google Workspace for Education provides. Using Google Classroom as the main platform, we describe the effective ways of developing digital competence in distance learning. We analyse the participants' learning outcomes and the benefits of collaborative learning. We also report the results of our research on developing teachers' digital competence based on selected criteria and indicators. We highlight the promising trends and challenges in developing teachers' digital competence in distance education.

The Impact of metacognitive strategies on the development of language competence for secondary cycle learners with Hearing impairment

This study, which is part of doctoral research into applied Arabic linguistics and comparison, aimed to identify the impact of teaching using metacognitive learning strategies on developing linguistic competence for the Arabic language for deaf learners in LALLA ASMAE foundation for deaf children in Rabat-Morocco. To achieve the research objectives, theresearcher used the descriptive and the quasi-experimental methodologies approaches, and the research sample comprised two groups; experimental have been learned by the 5E-Learning cycle strategy and Self-Questioning, and the control group by an ordinary method.Study tools:- Mykle Bust test for diagnosis of learning disabilities.- Linguistic competence test (examined its psychometric stabilities).The results showed that there were significant differences at (α 0.05) between the average scores of the learners of the experimental and control group in the post-test of the linguistic competence in the Arabic language in favor of the experimental group used the 5E-Learning cycle and self-questioning strategy in teaching. There were also no statistically significant differences at (α 0.05) in the mean of student's scores on the post-test of the linguistic competence and language Fields due to the gender variable. Results confirm the positive effect of metacognitive strategies, specifically the 5E-Learning cycle and Self-Questioning. So, it is recommended to increase the use of metacognitive strategies in the educational learning process, especially for Hearing impairment learners and encouraging research to apply metacognitive strategies in teaching various fields of Arabic language skills in addition to generalizing the study of these strategies at different educational levels

The Graduate’s Portrait of Competence and Technology’s Mastery in Biology Learning

This survey research was conducted with the aim of knowing how the portrait of mastery of competence of Open University Biology Education study program graduates as biology teachers also their mastery of technology in learning. The graduates are junior high school teachers and high school teachers. The research sample was taken randomly until a sample of 94 graduates and 47 graduate users were obtained in various regions in Indonesia, such as Bogor, Central Jakarta, Pontianak, Serang, Cianjur, Pekanbaru and Bandung. The instruments used are questionnaire instruments with Likert scales and interview guidelines conducted to graduate users and graduates. Furthermore, the data is analyzed descriptively to get a portrait of mastery of competence and technology in learning. The results of the data analysis showed that the portrait of mastery of competence was categorized as very good / high, which was indicated by a value of 98.94% (graduate self-reflection) and 97.87% (assessment by graduate users). In addition, from the results of the analysis, it is also known that the portrait of mastery of technology in graduate learning is categorized as very good / high with a value of 91.49% (based on graduate self-reflection and assessment by graduate users)

An Analysis of Workplace-Based Assessments for Core Entrustable Professional Activities for Entering Residency: Does Type of Clinical Assessor Influence Level of Supervision Ratings?

The authors describe use of the workplace-based assessment (WBA) coactivity scale according to entrustable professional activities (EPAs) and assessor type to examine how diverse assessors rate medical students using WBAs. A WBA data collection system was launched at Oregon Health and Science University to visualize learner competency in various clinical settings to foster EPA assessment. WBA data from January 14 to June 18, 2021, for medical students (all years) were analyzed. The outcome variable was level of supervisor involvement in each EPA, and the independent variable was assessor type. A total of 7,809 WBAs were included. Most fourth-, third-, and second-year students were assessed by residents or fellows (755 [49.5%], 1,686 [48.5%], and 918 [49.9%], respectively) and first-year students by attending physicians (803 [83.0%]; P < .001). Attendings were least likely to use the highest rating of 4 (1 was available just in case; 2,148 [56.7%] vs 2,368 [67.7%] for residents; P < .001). Learners more commonly sought WBAs from attendings for EPA 2 (prioritize differential diagnosis), EPA 5 (document clinical encounter), EPA 6 (provide oral presentation), EPA 7 (form clinical questions and retrieve evidence-based medicine), and EPA 12 (perform general procedures of a physician). Residents and fellows were more likely to assess students on EPA 3 (recommend and interpret diagnostic and screening tests), EPA 4 (enter and discuss orders and prescriptions), EPA 8 (give and receive patient handover for transitions in care), EPA 9 (collaborate as member of interprofessional team), EPA 10 (recognize and manage patient in need of urgent care), and EPA 11 (obtain informed consent). Learners preferentially sought resident versus attending supervisors for different EPA assessments. Future research should investigate why learners seek different assessors more frequently for various EPAs and if assessor type variability in WBA levels holds true across institutions.

Comparative study of clinical reasoning competence and self-directed learning competence in nurses across varied years of experience.

To compare and analyse the differences in the clinical reasoning competence of nurses with different working years and their relationship with self-directed learning competence. A cross-sectional survey design (online investigation) was used. A total of 376 nurses were recruited from four independent hospitals in China. Online questionnaires collected data on nurses' demographic characteristics and assessed their clinical reasoning and self-directed learning competence. Pearson correlation analysis, t-test, analysis of variance (ANOVA) and multivariate regression analysis were used. Clinical reasoning competence scores of nurses with working years >10 years were higher than those of other nurses. Self-directed learning competence scores of nurses with working years of <1 year and (from ≥1 year to <3 years) were lower than those of nurses with working years of 6-10 years and >10 years. Self-directed learning competence scores of nurses with working years of 3-5 years were lower than those of nurses with working years of >10 years. There was a positive correlation between clinical reasoning competence, self-directed learning competence and each dimension among nurses of different working years. There are differences in the influence of different dimensions of self-directed learning competence on clinical reasoning competence among different working years. There were differences in clinical reasoning and self-directed learning competence among nurses with different working years. Self-directed learning competence is a positive predictor of nurses' clinical reasoning competence, which applied to nurses with all working years; however, the specific effect of self-directed learning competence on clinical reasoning competence differed among nurses with different working years. Nursing managers should pay attention to the development characteristics of clinical reasoning competence and self-directed learning competence of nurses with different working years and determine effective intervention strategies according to specific influencing factors.

The Influence of Learning Media and Competence on Teacher’s Professionalism

A teacher’s professionalism is based on their unique competencies and skills in teaching science. High professionalism reflects their commitment to improving professional quality through various methods and strategies. Creativity in learning is essential for the teaching and learning process, covering cognitive, psychomotor, and affective aspects. Teachers must use appropriate media in learning to stimulate students’ thoughts, feelings, attention, and interest. In Lubuk Besar District, Central Bangka Regency, there is a lack of media and educational teaching aids, with many teachers lacking degrees and arriving late. Less varied teaching methods and an old learning paradigm result in passive knowledge delivery. This research focuses on Tk/Paud teachers in Lubuk Besar District, Central Bangka Regency, using quantitative research with a descriptive approach. The results show that learning media has a partial and significant effect on teacher professionalism, with a t value of 17.227 and a significance level of 0.000. Teacher competency also has a partial and significant effect on teacher professionalism, with a t value of 3.970 and a significance level of 0.000. In conclusion, learning media and teacher competency have a simultaneous and significant effect on teacher professionalism, with a t value of 17.227 and a significance level of 0.000.

Implementation and Impact of an Adapted Digital Perioperative Competency-Building Tool to Enhance Teaching, Learning And Feedback in Postgraduate Competency-Based Medical Education

The purpose of this educational intervention was to introduce, iteratively adapt, and implement a digital formative assessment tool in a surgical speciality. The study also evaluated the intervention's impact on perioperative teaching, learning, feedback, and surgical competency. A participatory action research model with a mixed methods approach. This study was performed over 10 months in an institutional hospital in South Africa with a general surgery department. Twelve supervising surgical trainers/faculty and 12 surgical trainees/residents consented to participate in the intervention. The first 4 months of the intervention focused on relationship building, a multi-stakeholder contextual needs assessment and training sessions to support a shared mindset and shift in the teaching and learning culture. The final adapted perioperative competency-building tool comprised a 23-item assessment with four open-text answers (Table 1). Over the following 6-month period, 48 workplace-based competency-building perioperative evaluations were completed. Most trainees took less than 5 minutes to self-assess (67%) before most trainers (67%) took less than 5 minutes to give oral feedback to the trainee after the perioperative supervised learning encounter. On average, the digital tool took 6 minutes to complete during the bidirectional perioperative teaching and learning encounter with no negative impact on the operational flow. All trainers and trainees reported the training and implementation of the digital tool to be beneficial to teaching, learning, feedback, and the development of surgical competency. Analysis of the completed tools revealed several trainees showing evidence of progression in surgical competency for index procedures within the speciality. The focus groups and interviews also showed a change in the teaching and learning culture: more positively framed, frequent, structured, and specific feedback, improved accountability, and trainee-trainer perioperative readiness for teaching. Highlighted changes included the usefulness of trainee self-assessment before perioperative trainer feedback and the tool's value in improving competency to Kirkpatrick Level 4. Implementing an adapted digital Workplace-Based Assessment (WBA) tool using a participatory action research model has proven successful in enhancing the effectiveness of supervised perioperative teaching and learning encounters. This approach has improved teaching and feedback practices, facilitated the development of surgical competency, and ultimately impacted the overall culture to Kirkpatrick level 4. Importantly, it has positively influenced the trainee-trainer relationship dynamic. Based on these positive outcomes, we recommend using this effective method and our relationship-centred framework for implementing formative competency-building tools in future studies. By doing so, larger-scale and successful implementation of Competency-Based Medical Education (CBME) could be achieved in various contexts. This approach can potentially enhance teaching and learning encounters, promote competency development, and improve the overall educational experience for surgical trainees and trainers.

Tracer Study of Architectural Drafting: An Inputs for the Integration of Enhanced Learning Competencies in Faculty Development Program

This study aims to explore the profile of graduates in the field of architectural drafting, their learning capabilities, skills, and knowledge, and their readiness towards the workforce. The results will be the inputs to integrate the enhanced learning competencies to faculty development program. This study used a quantitative research design and random sampling technique to select the target graduates of the architectural drafting program from AY 2016-2020 which composed of 105 graduates based on the list given by the registrar’s office. The data for this study collected through a survey questionnaire which was modified based on the Graduate Tracer Research Questionnaire from CHED. The results revealed that most of the respondents are single, male and most of them work in contract and regular roles, and many of them feel their jobs are connected to their academic program. Competitive salary and benefits, chances to use specialized skills, and the possibility of professional growth are the main reasons why recent graduates decide to remain in their current job. Moreover, graduates show a good grasp of industry concepts that are pertinent to architectural drafting and strong analytical thinking, problem-solving, and communication skills. Proficiency in fundamental drafting skills, CAD software usage, technical drawing standards, and professional ethics are demonstrated by graduates. Furthermore, with the knowledge and skills needed to thrive in the field of architectural drafting, graduates are well-prepared for the workforce. They exhibit a readiness to work with professionals in the field.

The Social Circus in the Construction of Citizenship. A study from Citizenship Competencies for A Democratic Culture

This research aims to investigate the role of the Social Circus in the construction of citizenship through the learning and practice of citizenship competencies. The Social Circus provides a platform for learning circus and creating spaces for collective creation to promote personal, group and community empowerment to improve the quality of life of the participants and the society that surrounds them. Previous research has focused on the Social Circus’ personal and group workspace, but there’s still little literature on the construction of community and citizenship. This research studies the qualitative component in more depth, using a case analysis approach and The Reference Framework of Competencies for Democratic Culture developed by the Council of Europe (2018). To achieve so, two projects that use the concept of Social Circus and have a community perspective have been selected. Semi-structured interviews, group discussion and data analysis were used for the selection process. The results indicate that the Social Circus is an ideal setting to learn and practice citizenship competencies for a Democratic Culture during class, in the preparation of the show or final exhibition and/or in the community spaces related to the project.

Program Evaluation of the radKIDS® Youth Personal Empowerment Safety Education Program

Developing sound evidence of program effectiveness can be difficult for many programs initiated by schools and communities, and impedes many beneficial programs from broader dissemination. This paper shares results of an evaluation approach used with a bullying and victimization prevention program with elementary school children called the radKIDS® Personal Empowerment and Safety Education Program. The purpose of this study was to examine indicators of initial effectiveness of the radKIDS® program for elementary school child safety skill development and instructor training to reduce child victimization and associated trauma and empower healthy psychosocial child development. The study involved 330 active radKIDS® instructors surveyed during two separate two-week periods, resulting in 148 completed questionnaires (45%). Instructors rated their perceptions of what children effectively learned in radKIDS®, the effectiveness of instructor training, and on Social Emotional Learning (SEL) competencies addressed in the program. Evaluation findings confirmed the theoretical model of the program, and that the developmental safety domains impacting children in radKIDS® differs from those in other bullying prevention interventions focused on SEL and other competencies. Recommended areas of improvement for the program included making training less time consuming and more flexible in delivery, provide more practice opportunities and time on skill acquisition during training, and increase supervision and guidance during program implementation.

Expressing learners’ competences through the use of pedagogically-informed knowledge mapping: case study in constructing a holographic projector

PurposeOur study aims to focus on the application of knowledge mapping to provide pedagogically-structured learners' competences.Design/methodology/approachWe conducted an experiment examined the associations between the pedagogical quality of students’ pedagogically-informed knowledge (PIK) maps, class assignment scores and perceptions of PIK mapping’s uses.FindingsThe results showed that higher assignment scores were significantly predicted by higher quality PIK maps, ratings for PIK mapping were significantly higher than other mappings, and the learners’ experience of PIK mapping led to a significant change of attitude towards mapping as a learning activity and to a positive opinion of the value of PIK mapping in particular. Interestingly, there was no significant relation between learners’ opinion ratings of the uses of PIK mapping in learning and their assignment scores.Originality/valueQuestions remain on the generalizability of the findings, and on the features of a PIK map which are particularly useful to a learner. This study investigated the value of PIK mapping in the context of a practical class on the building of simple DIY (do-it-yourself) holographic projectors; it may be thought that the applied nature of the topic was more suited to the PIK mapping of learner competences and intended learning outcomes than a more theoretic classroom topic on holography. A future study is planned to address this issue.

PREDICTION OF CLASSROOM MANAGEMENT STYLES BASED ON TEASCHERS’ PERSONAL CHARACTERISTICS

The class, as a community of students of the same chronological age, can be organized or chaotic, thus encouraging or hindering the development of students as individuals. Discipline and achievement as well as a positive attitude toward school, have a strong relationship, just as there is a relationship between establishing discipline and teacher stress levels and job satisfaction. Creating a stimulating climate for learning through various teacher approaches to facilitate the learning process, maintain a pleasant atmosphere, prevent inappropriate behaviour, and maintain discipline is united by the term classroom management. Given that the teacher is an irreplaceable link in the system of upbringing and education, it is necessary to direct him to recognise effective interactions for the achievement of educational goals through various segments of professional training. The quality of the teacher-student interaction affects, indirectly, the individual characteristics of the student, his behaviour, academic success, and attitude toward education in general. The aim of this paper and research is to examine the relationship between empathy, burnout at work, competencies, and personal characteristics on the one hand and classroom management styles that dominate teachers on the other hand. The research was conducted in 2019 on a sample of 300 teachers employed in elementary schools. Of all the examined variables, the most significant predictors were empathy, learning and teaching competencies, communication and cooperation competencies, and emotional exhaustion.