Conference PaperPDF Available

EDUCATION NEVER GOES OUT OF STYLE: CLASSROOM MANAGEMENT STYLES UNDER ANALYSIS

Authors:
  • Centre for Training and Integrated Research In ASAL Development

Figures

Content may be subject to copyright.
EDUCATION NEVER GOES OUT OF STYLE:
CLASSROOM MANAGEMENT STYLES UNDER ANALYSIS
Raquel Barroso1 & Diana Dias1,2
1CIPES - Center for Research in Higher Education Policies (PORTUGAL)
2Universidade Europeia (PORTUGAL)
Abstract
Educational resources, such as the curriculum or the level of teacher training, though critical, do not
seem to be enough to ensure a successful academic performance of the students and their
meaningful learning. The interactive processes that take place in the classroom, namely the
management of the classroom, have risen, particularly in cognitive-social theories, to have a central
role in the development of students' skills. Teaching strategies to manage the classroom undergoes to
design favourable conditions to promote teaching/learning process. On the other hand, the relevance
of the first years of schooling in the subsequent academic success of the students is increasingly
recognized in the literature.
The present study aims to explore, in a first place, the classroom management behaviours perceived
by the primary school teachers. Besides that, the present work also analyses the relationships
between classroom management behaviours and the sociodemographic variables of the participating
teachers. In this study 70 Portuguese teachers participated, from the districts of Lisbon and Porto, who
teach 1298 students from the 3rd year of the primary school. The data was collected through a
sociodemographic questionnaire constructed in the scope of the present research and the
Questionnaire of Room Management Styles (QRMS). From the administration of this questionnaire the
management profile of the classroom was obtained and is composed of four results, referring to four
possible styles: authoritarian, persuasive, permissive and indifferent style.
Results seem to establish that the participating teachers use the persuasive style more frequently to
promote the skills development of their students. However, the results also show that, depending on
the particular situation, teachers seem to use differentiated styles. There was also a lack of
relationships between the sociodemographic variables of the participating teachers and the classroom
styles adopted. However, a surprising result was obtained, since the place of data collection was
related to the permissive style adopted by the teachers. These results point to the need to invest in
this thematic in the training of teachers, since classroom management has strong implications on
learning, on promoting students' skills, as well as on promoting their academic and emotional well-
being.
Keywords: Classroom management styles, Primary school, Education, Teachers, School success.
1 INTRODUCTION
The present school, different from the one of two or three decades ago, requires new concerns,
reflections and responsibilities from teachers, especially due to the students’ heterogeneity and the
diversity of occurrences that happen simultaneously in a classroom [1, 2, 3]. Actually, teachers are
confronted with a great diversity of students and with the difficulty/inability of the school institution to
provide an answer, since school is also currently confronted with this new situation: new publics and
new society typologies [3, 4, 5, 6]. The role of the teacher has changed from a mere knowledge
spreader to be a classroom manager and a learning organizer. Nowadays, teacher must be the owner
of a set of skills, allied to the didactic abilities in the scientific subject he teaches, assuming a
strategically central and sensitive position in the current society, particularly in the dimensions of
development and social change [7, 8].
The diversity of occurrences that happen in the classroom is due, in part, to the growing indiscipline
showed by students, which is currently one of the main concerns of teachers and one of school's main
problems [9, 10, 11]. Consequently, the scientific literature has acknowledged the importance of a set
of classroom management practices for educational success, despite the yet scarce literature on the
subject [12, 13]. The concept of classroom management is still a relatively recent construct, and its
inclusion in the curricula of initial and continuing teacher education is not yet universal. Therefore, this
highlights the need to carry out studies on the subject, which can be a contribution to the existence of
specific training for teachers, with the intention of promoting their psychoeducational skills to deal with
the construction of a true learning environment in the classroom [13]. Smith [14] suggested a set of
areas in which teacher training should be based, one of them is classroom management. For this
author this is the competence to which the training of teachers should devote more time.
The definition of classroom management, for Amado and Freire [12] includes the events that begin
with the planification, organization and execution of each class carried out by the teacher and ends
with “the guidance of questions and looks, and the reinforcements and incentives that the teacher
transmits to the students” [15, p. 115]. This construct also includes the evaluation that the teacher
implements and the way he manages and acts in face of different conflicts and powers [16]. Thus, it
can be said that this construct can also be described as every skill developed by teacher which
involves the organization of the students (such as the time, space and equipment) so that teaching
and learning are effective [17]. Classroom management can then be understood as the set of
strategies adopted by the teacher to maximize students' cooperation and engagement and to
decrease disruptive behaviours [18], maintaining an adequate learning environment [19]. This concept
involves the management of space, time and activities, as well as the management of student
behaviour, combining the characteristics of the teacher with his/her abilities and skills [19].
As in Johnson and Brooks [20] conceptual model, classroom management is defined as an
organizational mode whose purpose is that teachers perform various tasks, namely: planning,
organization, coordination, direction, control and communication. These tasks are linked to some
concrete variables, namely time, space, personal beliefs, material belongings, ability to exercise
authority, responsibility, rewards and punishments. These events take place in a plurality of contexts,
pursuing diverse values and effectively achieving the desired aims such as efficiency, human respect,
personal integrity, self-direction and group cohesion. The classroom management also implies,
according to the same authors, the resolution of a several number of tensions between school and
culture, between roles and personalities, between the group and the individual, between immediate
situations and long-term goals, which differ according to situational factors such as group size, age
and students’ background, group solidarity, organizational context, objectives and adequacy of space
and resources, which are influenced by the teacher’s and the school’s ideological principles. The
classroom management concept can still be clarified as a series of procedures, with the purpose of
generating a teaching and learning environment, in which the physical space is organized, and rules
and behaviours are clarified so that the students remain involved in the tasks and alert to the subjects
to learn [21, 22].
All teachers, therefore, must inevitably develop classroom management skills as these are central
elements of their own teaching [3]. The classroom management is thus related to the actions,
developed by teachers, to create the appropriate conditions for the teaching and learning process.
However, for the differentiation of teachers' practices in the classroom, the following aspects are
considered: the importance that each one assigns to the different tasks that are implemented in the
classroom; the teacher’s personal experience and previous experiences; its principles and moral and
ethical values [2, 3]. In this way, it is understood that teachers' practices are based on the beliefs and
knowledge they hold, resulting from a personal appropriation of innumerable factors, including their
academic background and their history as well as their currents and pedagogical perspectives.
Teachers develop the activities they perform in the classroom in order to achieve a set of pedagogical
goals and, regardless of their view of school and teaching, try to create what they consider to be the
best learning environment for their students [23, 24].
At school, students are grouped in classrooms and taught in groups, implying that the teaching and
learning process must be structured and teacher-guided, taking into account the diversity of a
particular set of students. Thus, in order to successfully teach all the syllabus, teachers have to
organize their classroom and activities with the intention of answering to all their students [12]. It can
be understood that the classroom management sphere encompasses a set of procedures that are
closely linked to the organization and functioning of what is performed in the classroom. It can be
inferred that the impact of the classroom management will directly affect instructions and social
interactions, but it will also have positive repercussions on the prevention of indiscipline and the
evolution of school learning [3, 12].
It becomes important to explore and understand some of the behaviours, intentions and real actions of
teachers in the management of their classes, knowing that teacher’s behaviour is guided by their
thoughts and by the way they make their judgments and decisions [3, 25]. Teachers are professionals
who make judgments and make decisions in a complex and uncertain environment, which
presupposes that, while the teaching process, there is a relation between thought and action, being
the teacher’s behaviour led by their thoughts [3]. The behaviour presented by teachers is extremely
important due to their influence on the students' development. They should therefore become aware of
the way in which they act in class and with the students and reflect on the impact of their behaviour on
students through a self-analysis [26].
The study of this subject may help to reflect and provide teachers with some perspectives of analysis
about their behaviour and intervention, at school in general and in the classroom in particular, allowing
them to “prioritize, evaluate alternatives and choose a course of action (...) and while in the course of
its action, to assess the progress of events and to decide, in the moment, the need to use other types
of strategies” [3, p.3].
It is intended that the teacher has the skills to create environments conducive to learning in the
classroom [27]. For this reason, there is currently a need for progressive development of teachers,
since, among the multiple causes of success or failure of students, the scientific and pedagogical
training of teachers, as well as their global personality, assume a decisive role in classroom dynamics
[28]. It is essential that teachers know several pedagogical currents and perspectives, as well as the
models and practices that are associated with them, so that the choice of a model of performance
meets the educational perceptions of those who implement it. However, the countless classroom
management skills are not in themselves self-sufficient and predictive of academic success, because
regardless of the type of management applied, it will not work with every student in every situation.
However, the sense of complementarity and creativity of the teacher is imperative, so that the teacher
uses the techniques that are more adjusted to each situation [12, 13].
Being the problem highlighted, the question to which research seeks to answer is defined [29].
Consequently, in the present research, the following questions were sought: How are the classroom
management behaviours perceived by teachers? How do they vary according to their personal and
social traits? In this way, the aim was to understand the classroom management behaviours of 3rd
year teachers of the primary school, aiming to provide a contribution to the reflection about the
classroom, bringing benefits to pedagogy, educational psychology and for education in general.
2 METHODOLOGY
2.1 Participants
In this study, 70 teachers from the 3rd year of the primary school took part, 60 females (85.7%) and 10
males (14.3%), from 9 school districts, in the Lisbon and Porto geographic area. Most of the teachers
participating (91.4%) had bachelor’s degrees, while 3 (4.3%) had associate degrees and another 3
(4.3%) hold a Master degree. 80% (n = 56) of the teachers participants had already a tenure with
school district, and the remaining ones had a fixed-term contract (20%, n = 14). These teachers were,
on average, 45 years old (SD = 7.05, Min = 33, Max = 70) and had 20 years of service (SD = 7.58,
Min = 5, Max = 40). On average, they have been working for 7 years at the current school (SD = 5.44,
Min = 0, Max = 25). The size of the classes taught by the participating teachers varied between 10 and
26 students (M = 21.51, SD = 3.51). Thus, these participants were teachers of 1094 students from the
3rd year of the primary school, 555 females (50.7%) and 539 males (49.3), aged between 7 and 11
years old (M = 8.27, SD = 0.50).
2.2 Instruments
The sociodemographic data was obtained by filling out an individual identification form built in the
scope of the present research. The perception of classroom management by teachers was assessed
through the Classroom Management Styles Questionnaire [30]. Results allow it to obtained the
"classroom management profile", stating four possible styles: authoritarian, persuasive, permissive
and indifferent style.
The authoritarian style is characterized by establishing firm and precise limits to the action of the
students and to control them rigidly. Usually there is silence in the classroom and students know they
should not interrupt teachers. Verbal exchanges and discussions are discouraged, and there is no
opportunity for students to develop communication skills. The discipline imposed by the teacher is
strong and he expects to be readily obeyed. When students do not obey punishments are immediate.
Teachers with persuasive style set limits to student action, control their behaviours, and
simultaneously encourage their independence and self-control. These teachers often explain the
reasons that support their rules and decisions. In the case of class disruption, students receive a polite
but firm reproach, being the disciplinary sanctions rare. Verbal interactions and debates are
stimulated. There are opportunities for developing communication skills, since the questions and
comments made by students are allowed. This teacher profile encourages socially competent
behaviour and contributes to a high motivation for achievement.
In the permissive teacher profile, there is little requirement from and control of the students.
Apparently, they can do whatever they want. This teacher accepts the impulsive acts of the students
and rarely monitors their behaviours. Attempts to impose discipline are almost always unconscious,
since the teacher cares more with the emotional well-being of the students than with the control of the
classroom. This style encourages the students' lack of social skills and self-control as they have great
difficulty in learning socially desirable behaviours with such permissiveness. Considering the few
demands placed by these teachers, students tend to have low levels of motivation for achievement.
Finally, teachers characterized by the indifferent style are little involved in teaching. They are
undemanding and students seem uninterested. These teachers have difficulties in imposing
themselves on students, requiring little discipline in these classes, because they lack competences or
confidence in themselves. Students feel their teachers attitude and they themselves do not engage in
class as well, being the degree of learning low. The low level of school and disciplinary requirements
leads to a generalized lack of motivation for school achievement and the development of self-control.
In this questionnaire, the result for each of the management styles can range from a minimum of 3 to a
maximum of 15 points. A high result in one of the styles indicates a preference for a specific style. It
should be emphasized that, in addition to obtaining the score referring to the four styles, the
predominant style was identified for each teacher.
2.3 Procedures
This research obtained a positive opinion from the Ethics Committee of the Universities, to which the
authors affiliated and from the Directorate General for Education to carry out research in a school
context.
A representative sample of 3rd year students from the primary school was selected to take part in the
study and the National Confederation of Parents' Associations, the National Association of Directors of
School Districts and Public Schools and the National Association of Teachers were established as
partners. One of the elements associated with the partners made the first contact with the selected
school districts. After explaining the aims of the study and obtaining a positive answer, the school
districts were contacted by the researchers for a more detailed explanation of the aims of the study,
sending an informed consent and scheduling of the data collections.
All school districts filled in an informed consent, as well as all participating teachers.
Data was collected in school context, being administered individually for each participating teacher. It
was collected in digital format through the application GSP4Sucess [30] built in the scope of the
present research. At least one researcher and the class teacher were always present at each data
collection.
Data was analysed using IBM SPSS, version 25.0 for Windows [31]. The normality of the distribution
of variables was verified, as well as the homogeneity of variances. When the assumptions for using
the parametric tests were not assured, the statistical treatment of the data was performed using the
corresponding non-parametric tests. However, once the results were concordant, it was decided to
present the results of the parametric tests, following a recommendation by Fife-Schaw [32].
3 RESULTS AND DISCUSSION
3.1 Classroom management styles distribution
Table 1 presents the descriptive measures of classroom management styles, as well as the
correlations between these variables.
Table 1. Intercorrelations and descriptive measures of classroom management styles of participating
teachers
Note: * p < .05; ** p < .01
The averages obtained in the various styles ranged from 12.59 (persuasive style) to 4.94 (indifferent
style), which seems to demonstrate a predominance of persuasive style compared to the others.
To confirm this result, since the administered survey provides four results, that is, the result of each
participant for each style evaluated, it was considered pertinent to analyse the predominant style of
each participant. In fact, there seems to be a strong predominance of persuasive style, since this was
the predominant style in 92.9% of participants (see Table 2). In other words, the group of teachers
analysed seems to self-perceived as someone who set limits to student action, control their
behaviours, and simultaneously encourage their independence and self-control. They seem to
promote condition to verbal interactions and debated and tend to only in the latter case impose
disciplinary sanctions. These teachers consider that often explain the reasons that support their rules
and decisions and encourage socially competent behaviour and contributes to a high motivation for
achievement.
According to Lopes [30] this is also a style that contributes to a high motivation for student
achievement.
Table 2. Identification of the classroom management styles
The existence of significant correlations between the various styles was confirmed, namely between
the permissive style, the authoritarian style and persuasive style. Likewise, the indifferent style
correlated significantly with the persuasive style and the permissive style.
These results demonstrate that, despite the teacher´s preferences, for a certain specific style, they
recognize their own characteristics in other styles. Although a certain teacher usually presents a
particular style of performance, other styles can be adopted temporarily, which justifies the significant
1
2
3
4
1. Authoritarian style
1
2. Persuasive style
-.05
1
3. Permissive style
.31**
.36**
1
4. Indifferent style
.15
-.35**
.25*
1
M (SD)
6.53 (1.60)
12.59 (2.10)
8.23 (1.93)
4.94 (1.56)
Scale range
3.00-1.00
6.00-15.00
4.00-14.00
3.00-9.00
Predominant style
Percentage
Authoritarian style
0%
Persuasive style
92.9%
Permissive style
1.4%
Indifferent style
5.7%
correlations found. In fact, according to Lopes [30] "probably the most effective teacher is one who can
judge quickly and adapt his style to the classroom’s needs”.
3.2 Relations between classroom management styles and social and personal
traits
Aiming to analyse the relationship between classroom management styles and the sociodemographic
variables, mean differences and correlations were made between the different sociodemographic
variables and the styles analysed.
It was verified, as it is present in Table 3, the inexistence of significant differences related to the
gender of teachers and their management style in the classroom.
Table 3. Differences in classroom management styles associated to teachers’ gender
Female
Male
t
df
M (SD)
M (SD)
Authoritarian style
6.60 (1.61)
6.10 (1.60)
.91
68
Persuasive style
12.77 (1.93)
11.50 (2.84)
1.79
68
Permissive style
8.38 (1.94)
7.30 (1.64)
1.67
68
Indifferent style
4.82 (1.49)
5.70 (1.83)
-1.68
68
Similarly, when analysing the correlation between the age of the participating teachers, their number
of years of service, the number of years of service in the current school and the styles of classroom
management used, there were no significant correlations.
Also, the fact that teachers either have fixed-term or permanent contracts at the school they teach
doesnt seem to influence the classroom management style assumed by the participants. Thus,
sociodemographic variables do not seem to exert an influence on the assumed classroom
management styles. This management seems, as the literature says, to relate to the personal
characteristics of students and teachers, as well as to the specific needs that arise in the context of
each class.
However, finally, we analysed the existence of significant differences between the styles of classroom
management evidenced, taking into account the location where the data collection took place (Porto or
Lisbon). As can be seen in Table 4, the existence of significant differences between the classroom
management styles assumed by the teachers from Porto and Lisbon was verified.
Table 4. Differences in classroom management styles associated to the location of data collection
Note: ** p < .01
The teachers in Lisbon admitted using the permissive style more frequently, when compared to the
teachers in Porto, although no significant differences in the other styles were found.
Porto
Lisbon
t
df
M (SD)
M (SD)
Authoritarian style
6.33 (1.73)
6.82 (1.36)
-1.35
68
Persuasive style
12.62 (2.49)
12.53 (1.37)
.16
68
Permissive style
7.67 (1.69)
9.07 (1.98)
-3.18**
68
Indifferent style
4.88 (1.63)
5.04 (1.48)
-.40
68
This is the most unexpected result. All children attend public school, present similar contextual
characteristics among themselves, which makes this result more difficult to explain. It would be
necessary to carry out a more in depth research to the different variables that can interfere with the
management styles of the classroom to be able to explain this result.
4 CONCLUSIONS
The present study aimed to characterize the classroom management styles of 3rd year teachers of the
primary school, as well as to explore the existing relationships between the styles revealed by
teachers and their personal and social traits. For this, a self-administered questionnaire was used,
validated for the Portuguese population, which evaluates the teachers' self-perception regarding their
classroom management. From the administration of this survey, each participating teacher’s
management profile of the classroom was obtained and is composed of four results, referring to four
possible styles: authoritarian, persuasive, permissive and indifferent style. Simultaneously, for each
participant, the predominant management style was identified.
The results seem to demonstrate that the participating teachers use the persuasive style more
frequently, which has the effect of stimulating the promotion of skills in their students. In other words,
the group of teachers analysed seems to self-perceived as someone who set limits to student action,
control their behaviours, and simultaneously encourage their independence and self-control. They
seem to promote condition to verbal interactions and debated and tend to only in the latter case
impose disciplinary sanctions. These teachers consider that often explain the reasons that support
their rules and decisions and encourage socially competent behaviour and contributes to a high
motivation for achievement.
However, the results also evidence the heterogeneous and complex character of the classroom
management construct, since several styles correlate with each other and it is probable that,
depending on the situation, teachers can use different styles. On the other hand, the effect of social
disability cannot be forgotten, as teachers may tend to respond to what they consider most
appropriate, rather than what they actually do.
Even so, it should be noted that persuasive style is what teachers identify most as bringing better
results in classroom management.
These results point to the need of investment in this subject while teachers are still in training, since
classroom management has strong implications on learning, on promoting students' skills, as well as
on promoting their academic and emotional well-being.
There was also a lack of relations between the sociodemographic variables of the participating
teachers and the obtained classroom styles. That is, neither gender nor age nor working length (in
educational system and in that specific school) does not seem to influence the classroom
management style adopted.
However, a surprising result was surfaced, since the place of data collection (Porto or Lisbon) was
related to the permissive style used by the teachers. Further research will be needed to better
understand this result. Could cultural issues be associated with this outcome? Can we be in the
presence of different forms of classroom management, according to directives from different regional
directions? This is too significant a result not to be taken into account and to be ignored in future
investigations.
In the future, it is equally important to identify the variables of the student, the school context and the
teacher that may interfere with the classroom management profile that the teachers manifest.
In fact, classroom management could be assumed as critical issue to all educational levels. It
supports the proper execution of curriculum development, developing best teaching practices,
and putting them into action. Classroom management conceived as the actions and directions
that teachers use to create a successful learning environment, necessarily have a positive impact
on students achieving given learning requirements and goals. To ensure that all students obtain
the best education it would seem useful for teachers’ programs to spend more time and effort in
ensuring they are competent in classroom management. It is crucial that all teachers dispose of
all resources available to properly and successfully educate upcoming generations and ensure
future successes.
REFERENCES
[1] S. Demir, “Teacher perceptions of classroom management and problematic behaviors in
primary schools”, Procedia-Social and Behavioral Sciences, vol. 1, no. 1, pp. 584-589, 2009.
doi: 10.1016/j.sbspro.2009.01.105
[2] J. Pacheco, “O pensamento e a acção do professor em formação”, Tese de doutoramento não
publicada. Universidade do Minho, Braga, 2006.
[3] M. Santos, “Gestão de sala de aula. Crenças e práticas em professores do 1º ciclo do ensino
básico”, Tese de doutoramento não publicada. Universidade do Minho, Braga, 2007.
[4] J. Esteve, and A. Fracchia, “Le malaise des enseignants”, Revue Française de Pédagogie, pp.
45-46, 1988.
[5] J. Lima, “O papel de professor nas sociedades contemporâneas”, Educação, Sociedade &
Cultura, vol. 6, pp. 47-72, 1996.
[6] L. Pacheco, Fazer investigação: Contributos para a elaboração de dissertações e teses. Porto:
Porto Editoria, 2006.
[7] E. Santos, Empatia e bullying, em alunos do 4º e do 6ºano. Lisboa: Instituto de Educação da
Universidade de Lisboa, 2011.
[8] H. Scharzweller, and T. Lyson, “Some plan to become techers: determinants of career
specificiation among rural youth in Norway, Germany, and United States”, Sociology of
Education, vol. 51,pp. 29-43, 1978.
[9] C. Carita, and G. Fernandes, Indisciplina na sala de aula. Lisboa: Editorial Presença, 2002.
[10] M. Estrela, Prevenção da indisciplina e formação de professores. Porto: Porto Editora, 1996.
[11] M. Estrela, Relação pedagógica, disciplina e indisciplina na aula. Porto: Porto Editora, 1992.
[12] J. Amado, and I. Freire, A(s) indisciplina(s) na escola: compreender para prevenir. Coimbra:
Almedina, 2009.
[13] F. Veiga, Psicologia da educação - Teoria, investigação e aplicação. Envolvimento dos alunos
na escola. Lisboa: Climepsi Editores, 2013.
[14] F. Smith, F. Hardman, K. Wall, and M. Mroz, Interactive whole-class teaching in the National
literacy and numeracy strategies”, British Educational Research, pp. 395-411, 2004. doi:
10.1080/01411920410001689706
[15] O. Teixeira, “Estudo da gestão de conflitos no ensino básico português”, Tese de doutoramento
não publicada. Universidade de Granada, Espanha, 2011.
[16] C. Teixeira, “Representações da indisciplina de professores do 3º ciclo do ensino básico
(estudo de caso)”, Tese de mestrado não publicada. Universidade do Algarve, Algarve, 2012.
[17] A. Estanqueiro, Boas práticas na educação. O Papel dos professores. Lisboa: Editorial
Presença, 2010.
[18] M. Wang, G. Haertel, and H. Walberg, “Fostering educational resilience in inner-city schools” in
Issues in children's and families' lives (H. Walberg, O. Reyes, and R. Weissberg Orgs.), pp. 119
pp. 140, Thousand Oaks, CA, US: Sage Publications, 1997.
[19] G. Djigić, “Classroom management styles, classroom climate and school achievement”,
Procedia - Social and Behavioral Sciences, vol. 29, pp. 819-828, 2011. doi:
10.1016/j.sbspro.2011.11.310
[20] M Johnson, and H. Brooks, “Conceptualizing classroom management” in Classroom
Management (D. Duke Orgs.), pp. 1 pp. 41, Chicago: University of Chicago Press, 1979.
[21] F. Veiga, Indisciplina e violência nas escolas: práticas comunicacionais para professores e pais
(3ª ed.). Coimbra: Almedina, 2007.
[22] A. Woolfolk, Educational psychology. Active learning edition. Boston: Allyn & Bacon, 2011.
[23] S. Birch, and G. Ladd, “The teacher-child relationship and childrenʼs early”, Journal of School
Psychology, vol. 35, pp. 61-79, 1997. doi: 10.1016/S0022-4405(96)0029-5
[24] E. Silva, “Perfis de gestão de sala de aula, indisciplina percebida e perceção de eficácia do
professor”, Tese de mestrado não publicada. Universidade do Minho, Braga, 2014. S. Caldeira,
A indisciplina em classe: contributos para a abordagem preventiva. Estudos no 3º ciclo do
ensino básico”, Tese de doutoramento não publicada. Universidade dos Açores, Portugal,
2000.
[25] C. Carita, and G. Fernandes, Indisciplina na sala de aula. Lisboa: Editorial Presença, 2002.
[26] V. Jones, and L. Jones, Comprehensive classroom management: creating communities of
support and solving problems. Boston: Allyn & Bacon, 2006.
[27] J. Oliveira, Psicologia da educação escolar II. Professor-ensino. Coimbra: Livraria Almedina,
1996.
[28] B. Tuckman, Manual de investigação em educação 4ª edição actualizada. Lisboa: Fundação
Calouste Gulbenkian, 2012.
[29] J. Lopes,Problemas de Comportamento, Problemas de Aprendizagem e Problemas de
“Ensinagem”. Coimbra: Quarteto Editora, 2003
[30] R., Barroso, D. Dias, and D. Soares, “Technology resources for social and psychological
assessment in childhood: Exploratory study of “GPS4SUCCESS” app for use in school
settings,” Proceedings of EDULEARN19 Conference. Palma de Maiorca: IATED.
[31] IBM Corp. Released 2017. IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY: IBM
Corp.
[32] C. Fife-Schaw, “Levels of measurement” in Research methods in psychology (G. Breakwell, S.
Hammond, C. Fife-Schaw, and J. Smith Orgs.), pp. 50 pp. 63, London, England: Sage, 2006.
... Factors such as curricula or quality of teacher on their own are not sufficient for a student to learn meaningfully and achieve academic success, but the interactive processes and classroom management play a very central role, as well (Barroso & Dias, 2020;Djigic & Stojiljkovic, 2011). Understanding a teacher's classroom management style and communication skills is extremely important in preventing undesired behaviours in the classroom (Dunbar, 2004). ...
Article
Full-text available
This study aimed to test the impacts of communication skills, professional seniority, school stages and gender as predictors of teachers' classroom management styles. Survey and correlation research designs were used in the research. The study group of the research consists of 209 teachers from different subject fields. Classroom Management Styles Scale and Communication Skills Scale-Adult Form were used to collect data in the study. The data obtained were mainly analyzed by multiple regression analysis. Regarding the results of the study, when the teachers' levels of classroom management style scores were examined, it was determined that the most preferred classroom management style was Authoritative style, followed by Authoritarian and Laissez-faire styles, respectively, and the least used classroom management style were Indifferent. Also, it was found that teachers' general communication skills are high. The regression analyses revealed that while Basic Skills and Self-Expression and Active Listening and Non-verbal Communication variables were significant predictors of authoritative classroom management, professional seniority was the only significant predictor of authoritatian classroom management, and Basic Skills and Self-Expression and Willingness to Communicate variables were significant predictors of Indifferent classroom management. However, none of the variables were significant predictors of Laissez-faire classroom management style.
... Özden (2014) notes that, according to the philosophy that underlies these continuallyrevamped curricula, the role of teachers during the teaching and learning process should be that of a leader or guide rather than an instructor. Similar results were found after reviewing previous studies (Barroso & Dias, 2020;Berger & Girardet, 2020;Debbağ & Fidan, 2020;Ekici et al., 2012;McGinty, 2000;Sadık & Sadık, 2013;Talşık, 2015;Yılmaz, 2009) in the relevant literature. ...
Article
Full-text available
The aim of this study is to examine the relationship between teachers’ approaches to curriculum design and classroom management styles. The sample of the study, which was designed using a correlational survey model, consisted of 334 teachers working in various schools in Turkey during the 2020 – 2021 academic year. The sampling method employed was convenient sampling. The Approaches to Curriculum Design Scale and the Classroom Management Styles Scale were used as data collection tools. Descriptive statistics (arithmetic mean & standard deviation), Pearson’s correlation coefficients, and multivariate regression analysis were used to analyze the data set. Analysis of the results of the study’s first question revealed that teachers, to a large degree, prefer learner-centered curriculum designs as well as the authoritative classroom management style. Within the purview of the second question of the study, significant relationships between teachers’ approaches to curriculum design and classroom management styles were examined. Analysis of the results of the study’s third question showed that teachers’ approaches to curriculum design significantly predicted classroom management styles. Consequently, teachers’ approaches to curriculum design were found to account for 17% of the variance of the authoritarian classroom management sub-dimension, 5% of the variance of the uninvolved classroom management sub-dimension, 25% of the variance of the authoritative classroom management sub-dimension, and 9% of the variance of the permissive classroom management sub-dimension. Keeping this in mind, various in-service training programs regarding the importance of approaches to curriculum design during the teaching and learning process can be organized. In addition, in another study to be conducted, more detailed results can be obtained by using the mixed method with a larger sample size.
Article
Full-text available
Classroom management is related to all teachers actions aimed to establish the stimulative learning environment. As stated by Martin and Baldwin (1993), three teachers’ classroom management styles can be distinguished: interventionist, non-interventionist and interactionist. The purpose of the study is to examine the relations between teachers’ classroom management styles, satisfaction with classroom climate and students’ school achievement. Data analysis shows that both teachers and students are the most satisfied with the classroom climate which is created by teacher-interactionist. Students’ achievements were at its highest when the teachers practiced interactionist style, and at its lowest when the teachers were interventionists.
Article
Full-text available
The aim of this research is to determine and evaluate the problematic behaviors teachers that work in primary schools encounter in classroom management, the reasons of these behaviors and the methods, activities they use to cope with these behaviors, and their ideas and thoughts regarding classroom management. The interview method which is one of the qualitative research methods has been used. Maximum variety exemplification, which is one of the purposeful exemplification methods, is employed in this paper. Eighteen teachers that work in different schools in central districts of Kayseri in the school years of 2006-2007 participated in the sample of this research. Research results show that teachers that work in primary schools are faced with various problematic behaviors of students in the process of learning-teaching activities. Among these behaviors are students’ coming unprepared to the lessons and lack of attention to the lesson, and especially their speaking without permission, and being disrespectful to the teacher. To cope with these problems, teachers first employ nonverbal warnings (jests and mimics), then spoke with the student one by one, gave difficult homework, and employed reward-punishment system. Some of the teachers agreed that teacher's coming prepared to the lesson is the most important factor in facilitating classroom management.
Article
This comparative study deals with the selection of teaching as a career goal. To comprehend the meaning of observed differences in the relative popularity of teaching vis-a-vis other professional career alternatives, the general patterning of status ambitions is also explored. Sex and class differentials hold cross-nationally and are maintained with other variables controlled. A career in teaching is an important means for lower status youths and girls in general, to achieve a modest degree of upward social mobility. As entree into teaching becomes more competitive, this traditional "escape valve" for rural young people will become increasingly less accessible and, consequently, may lead to a decline in the proportion of rural youth seeking college educations.
Article
Le malaise des enseignants, defini comme l'ensemble de reactions que manifeste ce groupe professionnel en quete de son identite, est devenu un sujet de recherche au debut des annees 80. Ce travail analyse les facteurs impliques dans l'apparition de -ce malaise. Il en ressort deux types : des facteurs relevant du contexte social (changement du role des enseignants et des familles, incertitude sur les objectifs de l'education, contestation accrue du travail des enseignants, etc.) et des facteurs qui agissent directement sur le deroulement des cours (moyens et materiel mis a disposition, conditions de travail, etc.). Apres avoir etudie les effets que ce malaise peut avoir sur la personnalite des enseignants et l'exercice de leur profession, nous nous sommes attaches a presenter des strategies susceptibles de prevenir ou de pallier certaines de ces consequences. On peut ainsi envisager des actions concernant le recrutement des enseignants, leur formation initiale et continue.
Article
The study set out to investigate the impact of the official endorsement of 'interactive whole class teaching' on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an 'active teaching' model promoting high quality dialogue and discussion between teachers and pupils. Pupils are expected to play an active part in discussion by asking questions, contributing ideas and explaining and demonstrating their thinking to the class. Using computerized systematic classroom observation, discourse analysis of transcripts and a questionnaire, the project looked specifically at the discourse strategies currently used by a national sample of primary teachers when teaching the literacy and numeracy strategies and their perceptions of current practices. The findings suggest that traditional patterns of whole class interaction have not been dramatically transformed by the strategies. The implications of the findings for classroom pedagogy, teachers' professional development and future research priorities are considered.