The Role of Teachers’ Behaviour and Strategies in Managing a Classroom Environment (original) (raw)
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The aim of this study is to determine undesirable student behaviors that primary school teachers encounter within the framework of classroom management and to determine their solutions to these undesirable student behaviors. In the research, descriptive survey model was used in accordance with the nature of qualitative research selected as the method. The research was carried out in the province of Aydın, Türkiye in the spring semester of the 2021-2022 Academic Year. The participants of the study, for which ethical conventions are followed, consist of a total of 12 primary school teachers, each of whom is represented by at least three primary school teachers from lower, middle and upper social economic levels. The selection of the study group was made with reference to the maximum diversity sampling, one of the sampling techniques. The opinions of the participants were collected with the help of a semi-structured interview form and the data obtained from the interviews were analyzed using content analysis method. In line with the data collected and analyzed by 2 researchers, the findings were shared within the scope of 6 themes. As a result, while it was determined that undesirable behaviors in classroom management were mostly caused by students, individual learning speed and friend relations, it was determined that these result from the factors pertaining to the environment, friends, technology use and family. Although the participants appeared to have various coping methods for undesirable behaviors, they stated that there exist responsibilities especially of parents, school staff and students in order to eliminate and minimize the relevant problems.
iii I hereby declare that all the information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Last Name, Name: Yaşar Seda Signature : iv ABSTRACT CLASSROOM MANAGEMENT APPROACHES OF PRIMARY SCHOOL TEACHERS Yaşar, Seda M. S. Department of Educational Sciences Supervisor: Assist. Prof. Dr. Cennet Engin Demir September, 2008, 76 pages This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom Management Inventory developed by the researcher. Both descriptive and inferential
CLASSROOM MANAGEMENT PRACTICES AMONG GRADE SCHOOL TEACHERS IN A PUBLIC SCHOOL DISTRICT
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Teaching is the most noble and a challenging profession. The responsibility is huge and complex considering the diverse learners under the teachers' care in the classroom. Society, culture and early experiences with parents is to a considerable degree, shaped the development of the child's behavior and attitudes. Hence, managing a classroom with the given diversity is hard and tough. It is in this premise that this study is aimed at assessing the classroom management practices among the teachers in one of the elementary schools in the district of Getafe, Bohol, Philippines with the end view of proposing recommendations to enhance teaching-learning strategies and processes, formulate child-friendly classroom rules for student discipline, design motivational strategies for student participation, and propose enrichment of leadership and management skills of teachers. The study sought to find out the level of classroom management practices, the degree of correlation between the profile and classroom management practices, and the degree of variance among the ten dimensions of classroom practices. Chi-Square and One-Way ANOVA are the statistical tools used for the treatment of the data. The instrument used in this study is modelled from the Classroom Self-Assessment Tool of the Center on Education and Lifelong Learning by Washburn, S. (2010). This research used a descriptive survey method applying a purposive and universal sampling technique with all the 146 teachers as the participants from kindergarten to Grade Six classes of the respondent elementary school. The findings of the study revealed a significant degree of correlation between the age, as well as, the number of years in teaching to the classroom management practices. Furthermore, the study showed the significant degree of variance among the ten dimensions of classroom management practices of the teacher participants. The results of the study evidently showed that the teacher participants are not fully practicing the three behavioral parts of the questionnaire. Such dimensions are the following: acknowledging appropriate behaviors, positive actions, and responding to inappropriate behaviors of the students