Teachers’ Classroom Management Styles and Student-Teacher Connectedness and Anxiety

2021 ◽  
Vol 20 (5) ◽  
pp. 123-141
Author(s):  
Ray T Obispo ◽  
Gilbert C Magulod Jr. ◽  
Darin Jan C Tindowen
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Teacher ◽  
Management Style ◽  
Faculty Members ◽  
Management Styles ◽  
Essential Factor ◽  
Analysis Techniques ◽  
Considerable Impact ◽  
Successful Teaching

The type of classroom management style employed by educators has a considerable impact on their interactions with students. The goal of this study is to understand more about faculty members' classroom management methods and how they communicate with their students in higher education. A combination of quantitative and qualitative analysis techniques was used in this investigation. Instructors emphasized an authoritative classroom management style, which they claimed was an essential factor for successful teaching, according to the report. Students were found to be satisfied with the types of relationships they had with their teachers. However, when teachers are classified according to their profile variables, there is a noticeable difference in their classroom management types. Furthermore, there is no significant association between instructors' classroom management styles and the types of relationships that students develop. The qualitative results of this study indicate that teachers use a range of classroom management styles. The transcripts revealed that, from the viewpoint of teachers, the classroom management style is a combination of democratic and authoritative types.

Investigating the classroom management styles and undesirable educational behaviors in students of Medical Sciences: Cross-sectional study

2021 ◽  
Vol 15 (5) ◽  
pp. 1382-1388
Author(s):  
F. Z. Ghassemi ◽  
R. Sargazifar ◽  
Z. Khammar ◽  
N. Akbari ◽  
A. Arbabisarjou
Keyword(s):  
Classroom Management ◽  
Student Behavior ◽  
Management Style ◽  
Faculty Members ◽  
Average Score ◽  
Management Styles ◽  
Validity And Reliability ◽  
Medical Sciences ◽  
Cross Sectional ◽  
Educational Behaviors

Background and Aim: Classroom management has a significant impact on controlling and managing student behavior. The management of the classroom is an art and a science. The present study set to investigate the status of classroom management styles and types of undesirable educational behaviors among students of Zahedan University of Medical Sciences. Methods and Materials: In this descriptive study, 300 students were selected by stratified random sampling to study a variety of undesirable behaviors in an academic setting. Also, 100 faculty members from Zahedan University of Medical Sciences participated in the study to explore classroom management styles. Classroom management style inventory designed by Amini et al. (2014) were used. The self-administered questionnaire about undesirable educational behaviors was used to gather data. The validity and reliability of both instruments have confirmed .The data were analyzed in SPSS software version 16. Results: The findings showed that the faculty members’ average score of class management is 45.16 out of 100 , which indicates that the faculty members of this university have an interactive style. Also, the average score of undesirable educational behaviors was obtained 71.21. out of 135. Conclusion: Based on the findings of research on the use of interactive styles by faculty members, it is recommended to prepare training workshops for university professors. In order to reduce the undesirable educational behaviors of students at the beginning of the semester and upon entering the university, justification classes should be hold to control various educational behaviors and misbehaviors and management classes should be hold by cultural and social officials of university and oblige students to participate in such classes. Keywords: classroom management style, undesirable educational behaviors

scholarly journals Rethinking student-teacher relationships in higher education: a multidimensional approach

2021 ◽  
Author(s):  
Roland Tormey
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Teacher ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Theoretical Development ◽  
Multidimensional Model ◽  
Three Dimensional Model ◽  
Teacher Relationships ◽  
Student Teacher Relationships

AbstractStudent-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power—as well as the development of a range of multidimensional models of social relationships—all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers.

scholarly journals TEACHER-STUDENT RELATIONSHIP HARMONY AND STUDENT LEARNING OUTCOMES IMPRINTED BY TEACHER CLASSROOM MANAGEMENT STYLES AT A HIGHER EDUCATION INSTITUTION

2021 ◽  
Vol 226 (13) ◽  
pp. 91-97
Author(s):  
Vũ Văn Tuấn ◽  
Nhạc Thanh Hương ◽  
Lã Nguyễn Bình Minh
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Learning Outcomes ◽  
Education Institution ◽  
Student Learning Outcomes ◽  
Management Styles ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teacher Classroom

Nghiên cứu này xem xét cách quản lý lớp học của giảng viên và cảm nhận của sinh viên đối với phong cách giảng dạy của giảng viên ảnh hưởng đến thành quả học tập của sinh viên. Khảo sát so sánh, miêu tả được sử dụng để phân tích bốn phong cách quản lý lớp học của giảng viên đó là cách quản lý quyền lực, độc đoán, dân chủ, và trao quyền. Kết quả của nghiên cứu dựa trên bảng câu hỏi do người nghiên cứu xây dựng với 141 giảng viên và 365 sinh viên được lựa chọn theo công thức Slovin tại một cơ sở giáo dục đại học trong kỳ 2 năm học 2020-2021. Kết quả đã chỉ ra rằng giảng viên và sinh viên có chung quan điểm đánh giá thấp về cách quản lý lớp học quyền lực, đánh giá cao về quản lý độc đoán, và dân chủ. Tuy vậy, họ có sự đối lập quan điểm về cách quản lý trao quyền, đó là giảng viên rất thích trao quyền cho sinh viên, ngược lại sinh viên lại đánh giá thấp và không muốn được giảng viên trao quyền. Nghiên cứu này là nguồn dữ liệu tham khảo hữu ích cho nhà giáo dục để xây dựng môi trường học năng động nhằm nâng cao kết quả học tập cho sinh viên.

The Influence of (Online) Social Networks on Workers' Attitudes and Behaviours in Higher Education Institutions

2017 ◽  
pp. 644-666
Author(s):  
Vera Silva Carlos ◽  
Ricardo Gouveia Rodrigues
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Online Social Networks ◽  
Higher Education Institutions ◽  
Positive Influence ◽  
Faculty Members ◽  
Future Research ◽  
Work Related ◽  
Considerable Impact

According to the literature, social relationships have a positive influence on work-related attitudes and behaviours. Taking into account that Online Social Networks (OSNs), brought about by Web 2.0, have become an international phenomena and have a considerable impact on the way people communicate and interact with each other, the chapter's purpose is to evaluate the effect that the use of OSNs has on the worker's attitudes and behaviours. In this way, the authors use a questionnaire to evaluate the attitudes of 157 faculty members in Higher Education Institutions (HEI). To assess the use of OSNs by faculty members, they use a binary variable. After analysing and discussing the results, the authors conclude that the use of OSNs influences the workers' performance traits. The relations they propose in what concerns the workers' attitudes are all empirically proven. At last, the authors describe the study limitations and suggest some perspectives for future research.

scholarly journals Relationship between Academic Optimism and Classroom Management Styles of Teachers—Case Study: Elementary School Teachers in Isfahan

2015 ◽  
Vol 8 (11) ◽  
pp. 184 ◽  
Author(s):  
L. Moghtadaie ◽  
R. Hoveida
Keyword(s):  
Classroom Management ◽  
Elementary School Teachers ◽  
Correlation Coefficient ◽  
Academic Optimism ◽  
Management Style ◽  
Cluster Sampling ◽  
Management Styles ◽  
School Teachers ◽  
Isfahan Province ◽  
Multi Stage

<p class="apa">The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school teachers in the Isfahan province in academic year 2014-2015. The sample size was calculated using the formula of Cochran 384. It is a multi-stage cluster sampling method. Classroom management style has been calculated using standard questionnaires of classroom management style of Wolfgang and Glickman (1986). The academic optimism variable was evaluated using academic optimism questionnaire of A. Hoy, Tarter, and W. Hoy (2006) in a sample of 384 teachers. The results showed that there is a significant relation between classroom management style of the teachers and their academic optimism and the correlation coefficient equal to 39% was obtained and the correlation coefficient of 47% was obtained between the academic optimism and non-interventionist classroom management, and the correlation coefficient of 43% was obtained between the academic optimism and interactionist classroom management, and the correlation coefficient of 24% was obtained between the academic optimism and interventionist classroom management that is significant.</p>

The Influence of (Online) Social Networks on Workers’ Attitudes and Behaviours in Higher Education Institutions

2014 ◽  
pp. 259-279
Author(s):  
Vera Silva Carlos ◽  
Ricardo Gouveia Rodrigues
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Online Social Networks ◽  
Higher Education Institutions ◽  
Positive Influence ◽  
Faculty Members ◽  
Future Research ◽  
Work Related ◽  
Considerable Impact

According to the literature, social relationships have a positive influence on work-related attitudes and behaviours. Taking into account that Online Social Networks (OSNs), brought about by Web 2.0, have become an international phenomena and have a considerable impact on the way people communicate and interact with each other, the chapter’s purpose is to evaluate the effect that the use of OSNs has on the worker’s attitudes and behaviours. In this way, the authors use a questionnaire to evaluate the attitudes of 157 faculty members in Higher Education Institutions (HEI). To assess the use of OSNs by faculty members, they use a binary variable. After analysing and discussing the results, the authors conclude that the use of OSNs influences the workers’ performance traits. The relations they propose in what concerns the workers’ attitudes are all empirically proven. At last, the authors describe the study limitations and suggest some perspectives for future research.

Teacher self-efficacy and classroom management styles in Jordanian schools

2011 ◽  
Vol 25 (4) ◽  
pp. 175-181 ◽  
Author(s):  
Abdullah M. Abu-Tineh ◽  
Samar A. Khasawneh ◽  
Huda A. Khalaileh
Keyword(s):  
Teacher Efficacy ◽  
Classroom Management ◽  
Self Efficacy ◽  
Survey Design ◽  
Management Style ◽  
Statistical Techniques ◽  
Management Styles ◽  
Behaviour Management ◽  
Pearson Product Moment Correlation ◽  
Teacher Self Efficacy

Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in nature and was conducted using a survey design. A variety of statistical techniques were utilised in this research. The Pearson product moment correlation coefficient (r), means and standard deviations were used as the main statistical techniques. Findings of this study revealed that Jordanian teachers practise the instructional classroom management style more than the other management styles: behaviour management and people management. However, people management was rated the style least practised by Jordanian teachers. Further, Jordanian teachers who participated in this study perceived themselves to have a higher level of personal teacher efficacy compared to general teacher efficacy. Finally, personal teacher efficacy has the highest and significant relationship with each of the classroom management styles and classroom management styles overall. However, general teacher efficacy was found to be correlated insignificantly with each of the classroom management styles and classroom management styles overall.

scholarly journals Faculty members’ planned technology integration behaviour in the context of a faculty technology mentoring programme

2021 ◽  
pp. 1-21
Author(s):  
Hatice Cilsalar Sagnak ◽  
Evrim Baran
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Subjective Norms ◽  
Faculty Members ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Technology Mentoring ◽  
Faculty Technology Mentoring

This qualitative case study aimed to examine faculty members’ perceived behaviour regarding the use of technology in their classrooms. The behavior was examined within the framework of the decomposed theory of planned behavior. The theory states that technology integration behaviour is directly related to intention and perceived behaviour control and indirectly related to attitude, subjective norms and perceived behaviour control. Data sources included semi-structured interviews conducted with 17 faculty members who participated in a faculty technology mentoring programme implemented at a large public university in Turkey over a semester of 4 months’ duration. The data analysis revealed that the factors affecting faculty members’ planned technology integration behaviour were related to their intentions, attitude, subjective norms and perceived behaviour control, as explained in the theory. Faculty members identified a number of student-related, faculty-related and context-related challenges in technology integration. The recommendations arising from the study are to support and sustain faculty members’ technology integration in higher education classrooms. Implications for practice or policy: Technology mentoring programs can improve faculty teaching practices with technology in higher education classrooms. Faculty members’ technology integration behaviour can be supported by addressing the challenges, including lack of time and motivation, insufficient technological knowledge and classroom management problems. The technology integration awareness of faculty members can be developed by improving the teaching and learning environment with the support of administrators, peers and students and providing the required time and incentives to integrate technology.

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