A Multidimensional and Multilevel Examination of Student Engagement and Secondary School Teachers’ Use of Classroom Management Practices

2020 ◽  
pp. 109830072092935
Author(s):  
Kristine E. Larson ◽  
Elise T. Pas ◽  
Jessika H. Bottiani ◽  
Joseph M. Kush ◽  
Catherine P. Bradshaw
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Hierarchical Linear Modeling ◽  
Management Practices ◽  
Secondary School Teachers ◽  
Linear Modeling ◽  
School Factors ◽  
Observational Measures ◽  
School Variables ◽  
Student Reports

Student engagement is a multidimensional construct influenced by complex student, classroom, and school factors. Although prior research has examined various dimensions of student engagement, few studies have adopted a multilevel approach to simultaneously incorporate observational measures of classroom practices with student and school factors. The current study examined the association between student self-reported affective and behavioral engagement ( n = 26,849 students) and observed instructional and behavioral classroom management practices within 401 classrooms in 54 high schools. We employed three-level hierarchical linear modeling and included student, classroom, and school variables. Results indicated that observed teacher use of positive behavior supports was positively and significantly associated with student reports of active engagement in the same classroom. Implications for improving teachers’ classroom management practices to promote student engagement are considered.

scholarly journals Teaching Quality and Students' EFL Achievements in Ethiopia: Analysis From the Perspective of the Basic Dimensions of Teaching Quality

2021 ◽  
Vol 11 (10) ◽  
pp. 1131-1145
Author(s):  
Jean-Baptiste M.B. SANFO ◽  
Inoussa MALGOUBRI
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Hierarchical Linear Modeling ◽  
Student Support ◽  
Developed Countries ◽  
Teaching Quality ◽  
Linear Modeling ◽  
Cognitive Activation ◽  
High Achieving Students ◽  
Dimensions Of Teaching

Teaching quality is important for students’ English as a Foreign Language (EFL) Achievements. The three basic dimensions of teaching quality (student support, classroom management, and cognitive activation) showed effectiveness in some subjects in developed countries, but there is very little investigation on its effectiveness in developing ones. Using hierarchical linear modeling and re-centered influence function regression, this study investigates the extent to which the three basic dimensions of teaching quality affect students’ EFL achievements and how much the effect varies across achievement distributions in the context of Ethiopia. Findings reveal that classroom management does not affect students’ EFL achievements and this is consistent across achievement distributions. However, cognitive activation positively affects students’ EFL learning achievements and the effect is consistent across the distribution of achievements. Similarly, student support affects students’ EFL achievements positively, but its effect is higher for high-achieving students. Implications of the findings were discussed.

scholarly journals Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?

2013 ◽  
Vol 9 (4) ◽  
pp. 397-406 ◽  
Author(s):  
Smitta Waitshega Tefo Moalosi
Keyword(s):  
Student Engagement ◽  
Secondary School ◽  
Classroom Management ◽  
Student Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teaching Activities ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Enhance Student Learning

Self-efficacious teachers are viewed as having the ability to organize relevant activities, patient with students who are struggling in learning, and spending more time designing relevant teaching activities. The teachers exhibit good performance and probably remain committed to their work. And they are committed to organizing appropriate teaching activities, engaging students in learning. Teachers with high self- efficacy keep students on task and perform better because they use innovative teaching methods that encourage students autonomy and reduce custodial control. The main purpose of this paper is to report non-significant findings of a study that was carried out in Botswana with 1000 junior secondary school teachers in Gaborone and surrounding areas between November 2010 and February 2011. The study was about teacher efficacy and classroom management among Botswana junior secondary school teachers. Teacher Sense of Efficacy scale (TSES) instrument was used to collect data for the study. TSES comprises of three subscales, Efficacy in Student Engagement, Instructional Strategies and Classroom Management. Efficacy in Student Engagement was the only significant subscale among other sub-scales of TSES. The TSES means of districts, cities, towns and villages were not significant. This prompted the researcher to report non-significant results because they can assist teacher educators and stakeholders on how best to improve the training of pre-service and in-service teachers. Teacher commitment to work can enhance student learning. Teacher effectiveness can also promote positive effect in student learning, because teachers can plan their work using relevant materials that can motivate students to learn. Managing classrooms can enhance student learning if teachers encourage students to be responsible to their learning, and can put students on task and to reduce students undesirable behaviors that may interfere with their learning.

Gender Equity in Teachers’ Salaries: A Multilevel Approach

1990 ◽  
Vol 12 (1) ◽  
pp. 57-81 ◽  
Author(s):  
Valerie E. Lee ◽  
Julia B. Smith
Keyword(s):  
High School ◽  
Gender Equity ◽  
Private Schools ◽  
Hierarchical Linear Modeling ◽  
Ordinary Least Squares ◽  
Linear Modeling ◽  
School Factors ◽  
Market Conditions ◽  
Female Teachers ◽  
Statistical Adjustment

This study investigates the possibility of differences in the salaries of male and female teachers in America’s secondary schools, once differences in their qualifications are taken into account. The random sample of 8,894 teachers in 377 high schools is from the Administrator and Teacher Survey, which collected data in 1983–1984 from a random subset of the schools originally sampled in the High School and Beyond study (Moles, 1988). In examining salary differences in public, Catholic, and other private schools, the study uses two techniques: ordinary least-squares (OLS) regression and hierarchical linear modeling (HLM). HLM allows for adjustment of differing labor market conditions between schools and districts, a factor identified in the literature as important but not systematically controlled heretofore. Qualification differences considered include training (education and courses taken in major teaching area), type of teaching (mathematics, science, coaching), and experience (years of experience and new teacher status). Other school factors that might justifiably affect salary levels are considered, including market conditions, the proportion of female faculty, school sector, whether the school offers extra pay for extra responsibilities, and whether the school participates in a merit pay program. Unadjusted salary differences of about $2,600 favoring males are reduced to about $1,100, $1,700, and $2,600 for public, Catholic, and other private schools, respectively, by statistical adjustment for qualifications, market, and responsibility differences. We must conclude, however, that significant salary discrimination against female teachers exists in all high school sectors.

The Impact of School Leadership and Professional Development on Professional Commitment

2016 ◽  
pp. 260-275
Author(s):  
John K. Rugutt ◽  
Caroline C. Chemosit ◽  
Viviline Ngeno ◽  
Dorothy Soi
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
Hierarchical Linear Modeling ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Professional Commitment ◽  
Linear Modeling ◽  
Intra Class Correlation ◽  
The Impact ◽  
Level 2

This study used hierarchical linear modeling (HLM) approach to investigate the impact of school leadership, professional development, gender and teaching experience on professional commitment with a sample of 396 elementary and secondary school teachers and administrators from Kenya. The HLM results indicate significant differences among schools (?2 (49) = 218.92, p<0.001), with an intra-class correlation of 0.3183 indicating that 31.83% of variance in professional commitment was among schools. When professional development and school leadership were used as level 2 predictor variables with no level 1 predictors, the school variability dropped from 4.73584 to 3.30865 indicating that 30.14% of variance in school professional commitment was due to school leadership and professional development (?2 (47) = 161.67, p<0.001). Further, the reliability of the sample means in any school for the true mean school professional commitment was 0.703.

scholarly journals Student and Teacher Characteristics on Student Math Achievement

2021 ◽  
Vol 15 ◽  
pp. 183449092199142
Author(s):  
Sukkyung You ◽  
Eui Kyung Kim ◽  
Sun Ah Lim ◽  
Myley Dang
Keyword(s):  
Classroom Management ◽  
Hierarchical Linear Modeling ◽  
Mathematics Anxiety ◽  
Self Efficacy ◽  
Student Assessment ◽  
Teacher Characteristics ◽  
Mathematical Achievement ◽  
Linear Modeling ◽  
International Student Assessment ◽  
Mathematics Self Efficacy

Using data from the Programme for International Student Assessment (PISA), this study implements two statistical analyses to investigate the effects of student and teacher characteristics on students’ mathematical achievement. First, the authors conduct an exploratory factor analysis to explore the factor structure for the various student and teacher variables of interest in this study. Second, they perform hierarchical linear modeling to analyze students’ and teachers’ multilevel structure in a school. The results suggest that student characteristics such as mathematics interest, instrument motivation, mathematics self-efficacy, mathematics anxiety, mathematics self-concept, and out-of-school study time predicted 39.9% of mathematical achievement variance. The results also suggest that mathematics self-efficacy had the largest effect on mathematical achievement. Teacher characteristics such as teacher-directed instruction, cognitive activation, teacher support, classroom management, and student–teacher relations predicted 34.9% of mathematical achievement variance. This study’s results have implications for educators in fostering a positive learning environment to increase students’ mathematics interest and self-efficacy, and focus on specific teacher characteristics to increase students’ mathematical achievement.

scholarly journals A Report Of The Responses Of Botswana Junior Secondary School Teachers On The Three Subscales Of The Teachers Sense Of Efficacy Scale (TSES)

2012 ◽  
Vol 8 (2) ◽  
pp. 145-154
Author(s):  
Waitshega Tefo Smitta Dibapile
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Secondary School Teachers ◽  
Teacher Practices ◽  
Junior Secondary School ◽  
Sense Of Efficacy ◽  
Bonferroni Adjustment ◽  
Significant Relationships ◽  
Junior Secondary

The focus of this paper is to present the findings of the study on teacher efficacy and classroom management. To collect data a survey was administered to 1006 Botswana participants. Out of 1006 participants only 6 did not complete the survey. Pearson-product moment correlation was computed to analyze the data using Statistical Package of Social Sciences (SPSS). Pearson shows a correlation for the three subscales at 0.01 level (2- tailed). For Instructional Strategies and Student Engagement r=.412, Student Engagement and Classroom Management r= .589 and Instructional Strategies and Classroom Management r=.589.For teacher practices items the results show that there is no significant relationship between the positive and negative practices reported by the teachers in regard to classroom management, student engagement, and instructional strategies. Bonferroni adjustment which changes from .05 to .017 shows no significant relationships.

The Relationship Between Leader–Member Exchange and Employees’ Proactive Behaviors

2019 ◽  
Vol 18 (2) ◽  
pp. 106-111
Author(s):  
Fong-Yi Lai ◽  
Szu-Chi Lu ◽  
Cheng-Chen Lin ◽  
Yu-Chin Lee
Keyword(s):  
Hierarchical Linear Modeling ◽  
Future Research ◽  
Leader Member Exchange ◽  
Voice Behavior ◽  
Linear Modeling ◽  
Team Members ◽  
Member Exchange ◽  
Multi Temporal ◽  
The Relationship ◽  
Practical Implications

Abstract. The present study proposed that, unlike prior leader–member exchange (LMX) research which often implicitly assumed that each leader develops equal-quality relationships with their supervisors (leader’s LMX; LLX), every leader develops different relationships with their supervisors and, in turn, receive different amounts of resources. Moreover, these differentiated relationships with superiors will influence how leader–member relationship quality affects team members’ voice and creativity. We adopted a multi-temporal (three wave) and multi-source (leaders and employees) research design. Hypotheses were tested on a sample of 227 bank employees working in 52 departments. Results of the hierarchical linear modeling (HLM) analysis showed that LLX moderates the relationship between LMX and team members’ voice behavior and creative performance. Strengths, limitations, practical implications, and directions for future research are discussed.

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