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Journal articles on the topic 'Classroom management effectiveness'
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1
Lumactod, Flordeliza, and Lorenzo Capacio. "Effectiveness of Classroom Management Leadership Style and Teachers’ Performance." Psychology and Education: A Multidisciplinary Journal 35, no. 6 (2025): 667–75. https://doi.org/10.70838/pemj.350605.
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This study assessed the level of effectiveness of classroom management leadership style and teacher’s performance from 100 respondents of Malaybalay City Division, District IV, and V during the years 2022-2023. Since this study aims to determine the level of effectiveness of classroom management leadership style as perceived by the teachers in terms of class strategies, class activities, and STAR classroom, a descriptive-correlational design was used in this study. The teacher performance was found to have a substantial association with the success of the classroom management leadership style as perceived by the teachers in terms of class strategies, class activities, and star classrooms. According to the results, teachers who had a high mean indicator of the effectiveness of their classroom management leadership style were praising students for the job well done, maintaining a positive and safe learning environment, acknowledging positive behaviors in the classroom verbally, Making rules agreed upon the learners and arranging the seating in the classroom. Regarding classroom activities, the factors that had the highest mean values were: Encouraging learners to participate in group activities, encouraging learners to do performance tasks and submit them on time, and Letting the learners participate in class discussion. In terms of STAR classroom , availability of learning resources such as curriculum guides, teacher's guides, MELC, DLPs, and learner materials, cleanliness, orderliness, neatness, and color harmony in the learning environment, Presence of the teacher's program, class program, grade level, and section information framed, updated, and accessible were at the top in terms of mean values. The result revealed that most of the work performance of the teachers was outstanding and few had very satisfactory work performance. Based on the study, the level of effectiveness of classroom management leadership style and teachers’ performance have a significant relationship. Therefore, it can be concluded that classroom management style in terms of classroom strategies, classroom activities, and star classroom play an effective role in improving student learning.
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Tufail, Ilfan, Zainuddin Al Haj Zaini, and St Rodliah. "Classroom Management In Improving Learning Effectiveness." Jurnal At-Tarbiyat: Jurnal Pendidikan Islam 6, no. 1 (2019): 121–30. http://dx.doi.org/10.37758/jat.v6i1.622.
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Classroom management is a series of activities that teachers consciously carry out in an effort to create and maintain optimal learning conditions. This study uses qualitative research with a descriptive approach, with data collection techniques through observation, interviews and documentation. To analyze the data used descriptive qualitative method. The results of the study show that class management in improving learning effectiveness at MA Miftahul Ulum, it can be concluded that class management can indeed increase learning effectiveness at MA Miftahul Ulum Besuki, Situbondo and all homerooms and teachers are always working to improve class management so that the student learning process increase may occur.
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Abdel Rahman Ibrahim, Mohammed Hassan. "Classroom Management The Effectiveness of Teacher’s Roles." Education and Linguistics Research 2, no. 1 (2016): 69. http://dx.doi.org/10.5296/elr.v2i1.9053.
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<p>The current study aimed at investigating and exploring the effective roles of English teacher on the development of classroom management as well as the enhancement of learners achievement in Taibah University, Ula Branch. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. This research claims that the teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The<strong> </strong>participants’ responses provided supportive evidence and were fully consistent<strong> </strong>with this<strong> </strong>study.</p>
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R Jimerson, Shane. "Effective Classroom Management to Support Elementary Students: Promoting Student Success through Reducing Off-Task Problem Behaviors." Current Research in Psychology and Behavioral Science (CRPBS) 3, no. 7 (2022): 1–5. http://dx.doi.org/10.54026/crpbs/1067.
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Identifying effective classroom management strategies is important to support teachers in promoting environments conducive to learning. Effective classroom management has been demonstrated to be associated with student achievement, motivation, and fewer challenging behaviors. Given the benefits of effective classroom management strategies and providing students with self-regulation skills, the present study examined the effectiveness of a contemporary classroom behavioral management strategy in reducing off-task problem behaviors. The Raising Lions method of behavior management emphasizes: i. Immediate action responses from teachers, ii. Encourages a positive or neutral tone of voice, and iii. Allocates brief prompts for students that allow them the opportunity to exercise self-control and re-engage in classroom instruction without teacher judgment. Employing a pre-post-follow-up design, the present study examined implementation fidelity and the effectiveness of this classroom management strategy in reducing the number of off-task problem behaviors in elementary school classrooms. Classroom observations were conducted in all 18 classrooms (school-wide, including transition kindergarten through Grade 6 classrooms), with a population of primarily Latino students. One-way ANOVAs compared off-task behaviors across pre and post-intervention stages. Overall, results revealed statistically significant decreases in the number of off-task problem behaviors in 16 of the 18 classrooms. The largest impact was related to teachers not naming the behavior and instead giving a brief action prompt to trigger self-reflection and self-correction. Implications for practice and research are discussed.
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Hussain, Bashir, Asia Zulfqar, and Tayyaba Batool Tahir. "Managing Classroom: School Teacher's Perceptions about Techniques and their Effectiveness for Student's Learning." Global Social Sciences Review VI, no. II (2021): 266–77. http://dx.doi.org/10.31703/gssr.2021(vi-ii).26.
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Managing classrooms is the central component of effective teaching and learning practices and, therefore, has always been the concern of teachers. The literature demonstrated that classroom management techniques are generally oriented either towards discipline or towards engaging students with learning. Teachers generally perceive classroom management techniques with an orientation either towards one or both, and these perceptions are likely to guide them about the way they manage their classrooms. In this context, the main intent of this research was to identify techniques that school teachers perceive as classroom management techniques (along with their orientation) and to examine the effectiveness of those techniques for supporting students’ learning. This research further examines gender differences among teachers related to these questions. This research used descriptive survey research design. The teachers in 190 elementary schools of district Dera Ghazi Khan served as population. Using cluster and stratified random sampling techniques, a sample of 406 elementary school teachers was selected. Of these 406teachers, 128 were female, and 278 were male. A questionnaire, adopted from Asiyai (2011), was employed as a research tool. The reliability of the tool was computed through Cronbach-Alpha coefficient, and validity was ensured by aligning items with research questions. It was found that teacher sightly believe that although both discipline- and engagement-oriented aspects of management can be perceived as classroom management techniques, both are also effective for students' learning
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You, Beibei, and Pamela Mantuhac. "Classroom Management and Teaching Effectiveness of Novice Teachers." International Journal of Education and Humanities 14, no. 2 (2024): 209–21. http://dx.doi.org/10.54097/0qrc9q43.
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Effective classroom management is a cornerstone of successful teaching, particularly for novice educators who are navigating the complexities of their profession. This study delves into the intricate relationship between classroom management techniques and teaching effectiveness among novice teachers at Dongguan Guangming School. Employing a comparative descriptive quantitative design, survey questionnaires were meticulously administered to high school teachers, offering a comprehensive exploration of variables and discerning changes across study groups. The findings of this study reveal a predominantly positive outlook on classroom management effectiveness among novice teachers. However, amidst the overall optimism, nuanced gaps in classroom management practices emerged, signaling areas ripe for improvement. These identified gaps underscore the necessity for proactive measures to enhance the existing system and fortify novice teachers' capacity to navigate the dynamic landscape of the classroom effectively. In response to these findings, a proposed program for the Development of Novice Teachers' Classroom Management Techniques is outlined. This program seeks to address the identified gaps by providing tailored support and resources to empower novice educators with the skills and strategies needed to navigate classroom dynamics successfully by cultivating a cohort of adept educators capable of fostering engaging and productive learning environments, nurturing a culture of continuous improvement and providing targeted support to educators, the school strives to create an environment conducive to student success and holistic development and empower novice teachers to thrive in their roles and cultivate enriching learning experiences for their students.
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Jaribu, Amry, and Prospery M. Mwila. "Contribution of Classroom Management Strategies on Teaching Effectiveness: A Case of Secondary Schools in Temeke Municipality in Tanzania." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 4914–21. http://dx.doi.org/10.47772/ijriss.2024.803363s.
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This study examines the impact of classroom management strategies on teaching effectiveness in secondary schools in Temeke Municipality, using a quantitative approach and cross-sectional design. Data from 99 respondents, including students, teachers, heads of schools, and Ward education officers, were collected through questionnaires and interviews. The findings reveal that various classroom management strategies are used, some more prevalent than others, and these strategies contribute to a positive classroom atmosphere, better interpersonal relationships, reduced disruptive behavior, and optimized instructional time. The study concludes that prioritizing effective classroom management strategies, such as establishing rules, organizing classrooms, issuing verbal warnings, engaging students, providing positive reinforcement, and managing time efficiently, can enhance teaching effectiveness. Recommendations include professional development for teachers, the formulation of supportive policies promoting evidence-based, student-centered approaches, and comprehensive training in teacher colleges. Encouraging collaboration and sharing best practices among teachers through professional learning communities and mentorship programs is also advised to foster continuous improvement.
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Aufa Muis, Muhammad, Mardiana Mardiana, Nurlidia Putri, Sucita Febriani, and Isma Yuniarti. "Peran Manajemen Kelas Dalam Meningkatkan Efektifitas Proses Pembelajaran." Journal on Education 7, no. 2 (2024): 8977–82. https://doi.org/10.31004/joe.v7i2.7808.
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Classroom management is one of the factors that significantly influences the quality and effectiveness of the learning process in schools. Effective classroom management can create a conducive learning environment and support students in better understanding the learning materials. The purpose of this study is to analyze the role of classroom management in improving the effectiveness of the learning process. Using a qualitative descriptive approach, this research explores various aspects of classroom management that can affect the teaching and learning atmosphere, such as classroom arrangement, time management, and interpersonal relationships between teachers and students. The results indicate that good classroom management can enhance students' attention, minimize disruptions during the learning process, and help students focus more on the material being taught. Therefore, effective classroom management plays a crucial role in improving learning effectiveness.
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Kumar, Mukul, and Ziqian Liu. "Classroom Management Strategies and Student Learning." Advanced Journal of Social Science 5, no. 1 (2019): 65–72. http://dx.doi.org/10.21467/ajss.5.1.65-72.
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Great teachers build great institutions. The teachers who have been playing a central role in human learning and effective teaching are believed to be the shapers of society. Usually, the effectiveness of an instructor is measured on the basis of the performance of his pupil. There exist many factors which affect the performance of the class. Classroom management is one of the important factors which matters a lot in the process of student learning. Classroom management can be considered as an art which varies from teacher to teacher i.e. every teacher has a unique style of managing his class but still there exist some general classroom practices. In this article, the emphasis is given on some of the general classroom management practices, following which can enhance the effectiveness of student learning.
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Weihua Gao. "Exploration of Classroom Productivity in English and American Literature Classroom Teaching." International Journal of Linguistics, Literature and Translation 8, no. 4 (2025): 147–53. https://doi.org/10.32996/ijllt.2025.6.4.18.
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This paper aims to analyze the classroom productivity in English and American literature classroom teaching. With an emphasis on evaluating the effectiveness of teaching methodologies, classroom management strategies, and curriculum design, this study seeks to understand the approaches improve the English and American classroom teaching and the factors that contribute to improve the class productivity of the literature teaching, including student engagement, motivation, and learning outcomes in literature classrooms. The findings and results of this study can provide valuable insights for educators and policymakers to enhance classroom productivity in literature education.
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Wallace, Tanner LeBaron, Alyssa K. Parr, and Richard J. Correnti. "Assessing Teachers’ Classroom Management Competency: A Case Study of the Classroom Assessment Scoring System–Secondary." Journal of Psychoeducational Assessment 38, no. 4 (2019): 475–92. http://dx.doi.org/10.1177/0734282919863229.
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One popular observational instrument to evaluate teaching is the Classroom Assessment Scoring System–Secondary (CLASS-S). Yet, the secondary version of the CLASS poorly discriminates classroom management quality beyond identifying extremely chaotic classrooms with teachers’ scores clustering in the most positive ranges of effectiveness. Studies of adolescents’ perceptions of teachers’ classroom management practices, however, clearly suggest more nuance and complexity. Assuming this discrepancy between results (i.e., lack of differentiation vs. nuanced complexity) might be an artifact of this particular observational protocol rather than a reflection of reality, this study microanalyzed the source material influencing adolescent and adult evaluative assessments of classroom management, using transcripts generated from video viewing sessions. Comparisons between (a) adolescents’ indigenous interpretations, and (b) adults’ trained interpretations of CLASS-S classroom management instructional interactions suggest that adolescents view student engagement and positive climate as particularly relevant to assessments of classroom management, whereas the CLASS-S does not include these as dimensions of effective teaching assessed as part of the Classroom Organization domain.
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Wahyuni, Hari, Erni Erwantiningsih, and Ratna Pudyaningsih. "Analisis Penggunaan Google Classroom Pada Masa Pandemi Covid – 19 Terhadap Efektivitas Pembelajaran Mahasiswa." Jurnal Pendidikan Ekonomi Undiksha 13, no. 2 (2021): 253. http://dx.doi.org/10.23887/jjpe.v13i2.31732.
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The Covid-19 pandemic has caused various sectors to experience obstacles, one of the sectors that has been greatly affected is the world of education. The government implements policies related to education so that students learn from home by utilizing technology facilities. One of them is the Management Study Program, Faculty of Economics, Merdeka University, Pasuruan, which must change the conventional learning system with online learning. Online learning carried out in the Management Study Program by utilizing the Google Classroom application. So the purpose of this study is to analyze the use of Google Classroom during the Covid-19 pandemic on the effectiveness of student learning. Based on the research results, perceived usefulness has a direct effect on the use of Google Classrooms, perceptions of comfort and service quality also directly affect the use of Google Classroom, while user interest has no effect on the use of Google Classroom. The indirect effect of perceived usefulness on the effectiveness of student learning through the use of Google Classroom is not supported, while perceptions of convenience, user interest and service quality on the effectiveness of student learning through the use of Google Classroom are supported.
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Muntu, Debby Fransisca, Oviliani Yenty Yuliana, and Zeplin Jiwa Husada Tarigan. "The Influence of Digital Literacy on Learning Effectiveness Through Classroom Management." Petra International Journal of Business Studies 6, no. 1 (2023): 42–52. http://dx.doi.org/10.9744/petraijbs.6.1.42-52.
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Digital Literacy is essential in the post-pandemic era. Teachers use Digital Literacy to provide learning materials, conduct the teaching process, and conduct evaluations online. However, Digital Literacy requires adequate information technology infrastructure to produce classroom management and learning effectiveness on an ongoing basis. The study used questionnaires to obtain data on Christian-based schools in Surabaya. The questionnaires were distributed to as many as 363 through a Google form, and 132 were filled out again. Data processing used partial least square. The results showed that digital literacy has an impact on classroom management. Classroom management influences learning effectiveness. Digital literacy affects learning effectiveness through classroom management. Digital Literacy has not influenced classroom management and learning effectiveness with information technology infrastructure as a moderating variable. This research provides a practical contribution for education managers to understand the adjustment of IT infrastructure to make digital literacy the basis for managing class management. In addition, teaching staff must be educated to keep abreast of technological developments to support the teaching process and improve class management. The study enriches the theory of the use of technology in education and interactional education in the classroom.
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Sendi Cahaya Cerah Zebua, Six, Yasminar Amaerita Telaumbanua, Afore Tahir Harefa, and Adieli Laoli. "FACTORS INFLUENCING THE EFFECTIVENESS OF ENGLISH READING CLASSROOM MANAGEMENT AT THE EIGHTH GRADE OF UPTD SMP NEGERI 1 GUNUNGSITOLI BARAT." English Language Teaching Methodology 4, no. 3 (2024): 461–69. https://doi.org/10.56983/eltm.v4i3.1678.
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Classroom management competencies have a major impact on student learning and academic achievement. The main aspects that need to be evaluated in this classroom management effectiveness setting include the teacher's role, the classroom environment and student characteristics. First, the teacher's role in classroom management has an impact on its effectiveness. Teachers with strong classroom management skills usually produce a positive, disciplined and structured learning environment. Conversely, a teacher's failure to control the classroom can result in learning disruptions, demotivated students and difficulty achieving learning objectives. Classroom management is an important part of optimizing the role and potential of educators in learning. The key to successful learning is improving the quality of student learning. This study aims to describe the realization of classroom management by English teachers and find out what the factors are that influence the effectiveness of classroom management in learning English reading, especially in class VIII-B at UPTD SMP Negeri 1 Gunungsitoli Barat. The method used in this research is qualitative research with an inductive approach. Data were obtained through observations and interviews with English teacher. Data from the observation sheet was analyzed to find out the indicators that have been implemented by English teachers in managing the classroom in learning to read English. Meanwhile, the interview data was analyzed to find out what the factors are that influence the effectiveness of classroom management in learning to read English. The results showed that English teacher have Classroom management was realized, although it has yet to be fully deployed. The following aspects influence the success of classroom management in learning to read English: information about student needs, time management, and teacher experience.
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Rosenberg, Michael S. "Maximizing the Effectiveness of Structured Classroom Management Programs: Implementing Rule-Review Procedures with Disruptive and Distractible Students." Behavioral Disorders 11, no. 4 (1986): 239–48. http://dx.doi.org/10.1177/019874298601100405.
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Structured classroom management systems such as token economies have been commonly employed in special education, remedial, and regular classrooms for the reduction of disruptive and socially inappropriate student behaviors. Still, many well-intentioned management plans do not achieve maximum effectiveness because several key prerequisites to a program's success are overlooked. The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multicategorical resource room. Results indicated that a brief daily review of the classroom rules can maximize the effectiveness of a well-planned and reliably implemented classroom management system. Compared to the token economy alone condition, the token economy with the daily review of the classroom rules resulted in an overall time-on-task improvement of 12% and a 50% reduction in the instances of disruptive talkouts. Additionally, it was found that the daily review of rules provided a greater number of opportunities to respond to be presented during lessons. Explanations and implications of these results are discussed in terms of instructional utilization and the need for planning for generalization and covertization.
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Diani, Farista, Sofyan Tsauri, and Mu’alimin Mu’alimin. "Classroom Management in Enhancing the Effectiveness of Islamic Religious Education Learning." EDUTEC : Journal of Education And Technology 7, no. 1 (2023): 246–54. http://dx.doi.org/10.29062/edu.v7i1.739.
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This study aims to investigate the implementation of classroom management in enhancing the effectiveness of Islamic Religious Education (PAI) instruction at SMK Muhammadiyah 3 Makassar. It seeks to identify the facilitating and inhibiting factors of classroom management in improving PAI instruction at the aforementioned institution, as well as the approaches employed by teachers to enhance the effectiveness of PAI instruction. This research employs a qualitative approach, utilizing data collection methods such as observation, interviews, and documentation. Data analysis is conducted through descriptive analytics, involving the description and analysis of all field data to draw conclusions. The findings indicate that classroom management in enhancing the effectiveness of PAI instruction is effective but not yet optimal. Factors influencing the effectiveness of PAI instruction predominantly stem from the students themselves, the teachers, and the school's resources and facilities. Teachers employ various approaches, including power and threat, to enhance the effectiveness of PAI instruction, although not all aspects of classroom management can be fully implemented by teachers.
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Owan, Valentine Joseph, and Mercy Bassey Ekpe. "Classroom management variables and primary school system effectiveness in Calabar-South Local Government Area, Cross River State, Nigeria." International Journal of Educational Administration, Planning, & Research (IJEAPR) 10, no. 2 (2020): 87–100. https://doi.org/10.5281/zenodo.4458627.
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This study assessed classroom management variables and primary school system effectiveness in Calabar-South Local Government Area of Cross River State. Three null hypotheses were formulated to direct the study. The ex-post facto research design was adopted for the study. Census technique was employed in selecting the entire population of 525 academic staff (21 head teachers, 21 deputy head teachers, and 483 teachers) distributed across 21 public primary schools in the area of study. “Classroom Management Variables and School Effectiveness Questionnaire (CMVSEQ) was the instrument used for data collection, with reliability estimates which ranged from .86 and .91 that were obtained through Cronbach Alpha technique. Collected data were analyzed using descriptive statistics, while the null hypotheses were all tested at .05 level of significance using Pearson Product Moment Correlation and One-Way ANOVA where applicable. Findings from the study revealed that public primary school system effectiveness in the area of study, was generally low; there is a significant relationship between classroom coordination and primary school system effectiveness; there is a significant influence of class size and classroom learning environment respectively, on primary school system effectiveness. Based on the findings, it was recommended amongst others that teachers be retrained in terms of classroom coordination and management, to enable them to acquire new techniques of classroom management, as well as the modification or elimination of obsolete ones.
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Green, Carolyn W., Vicki S. Canipe, Pamela J. Way, and Dennis H. Reid. "Improving the Functional Utility and Effectiveness of Classroom Services for Students with Profound Multiple Handicaps." Journal of the Association for Persons with Severe Handicaps 11, no. 3 (1986): 162–70. http://dx.doi.org/10.1177/154079698601100302.
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A difficult task facing special educators is the provision of appropriate educational services to students who have profound mental and physical handicaps. We evaluated a means of improving classroom services for this student population by (a) increasing their involvement in more functional educational tasks than those traditionally provided and (b) increasing their overall attending-to-task (on-task behavior). A multicomponent staff supervision and classroom management program was implemented with staff in three classrooms and was accompanied by large increases in functional task involvement in each classroom. The increases maintained over a 6-month period. The program was also accompanied by smaller, but consistent, increases in student on-task performances. The increased on-task behavior improved the classroom performances to a level above that observed in four control classrooms serving students with profound handicaps. A staff survey indicated a high degree of acceptance of the intervention strategy employed as well as the emphasis on functional educational tasks. Results are discussed in terms of continued development of more appropriate and effective educational services for individuals who have profound handicaps.
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Sariscsany, Mary Jo, and Frank Pettigrew. "Effectiveness of Interactive Video Instruction on Teacher’s Classroom Management Declarative Knowledge." Journal of Teaching in Physical Education 16, no. 2 (1997): 229–40. http://dx.doi.org/10.1123/jtpe.16.2.229.
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Few teaching areas receive greater attention by administrators than classroom management and discipline. Given the importance of managerial skills, how do teachers develop the pedagogical content knowledge and skill to assist in the appropriate selection and application of management techniques? This study was designed to compare the Interactive Video Classroom Management Training Program (IVCMTP), a teacher-directed videotape, and a traditional lecture instructional mode for instructional effectiveness in developing teaching candidates’ declarative knowledge of classroom management. ANCOVA indicated significant group effects (p < .05). Post hoc procedures revealed that the interactive video instruction program group scored significantly higher on a cognitive managerial assessment instrument than the teacher-directed video instruction group, the teacher-directed instruction group, or the control group. An interactive video training program appears to be an effective means for developing classroom management knowledge when compared to more traditional teaching methods.
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Windelyn, S. Paulines, and C. Tantiado Rosalinda. "Teachers' Classroom Management and Students' Performance." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 08 (2024): 3712–21. https://doi.org/10.5281/zenodo.13284041.
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Efficient classroom management can bolster students' motivation to attend school regularly, therefore enhancing their academic performance. This study investigated the degree to which teachers’ classroom management in terms of modeling behavior, assessment practices, and learning atmosphere. Furthermore, it investigated the relationship between teachers' ability to manage their classrooms and students' academic performance. This study employed a descriptive-correlational research methodology, which involved analyzing documents and administering a questionnaire designed by the researcher. The study was conducted with a sample size of 143 teachers from the East 2 District in the Cagayan de Oro City Division. The teachers were selected by the use of the Stratified Random Sampling approach, which involved the application of Slovin's Formula. The students' grades for the first and second quarters of the School Year 2023-2024 were also considered. Evidence suggests that teachers routinely apply classroom management techniques. The modeling behavior and learning atmosphere are extensively nurtured and given priority. Most students are at the level of Very Satisfactory in their academic performance. There exists a moderate positive correlation between the effectiveness of teachers' classroom management and the academic performance of students. Teachers can act as good role models for students in a supportive learning environment, which can help to cultivate students' motivation to attend school and improve their academic performance.
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Syukrina, Syukrina, Bambang Trisno, and Netri Netri. "Pengaruh Pengelolaan Kelas Dalam Menciptakan Keefektifan Dalam Proses Pembelajarajan di SDN 18 Tangah Koto." Indonesian Research Journal On Education 3, no. 1 (2022): 710–16. http://dx.doi.org/10.31004/irje.v3i1.334.
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Classroom management is an effort made by the teacher in preparing everything related to learning activities in order to create a comfortable learning environment to obtain conducive learning. Classroom management is very important in the learning process so that students are more focused during the learning process. This study examines the influence of classroom management in creating effectiveness in the learning process in schools, which is the purpose of this study to describe classroom management planning, classroom management implementation and supporting and inhibiting factors in classroom management. The results of this study are very important for the effectiveness of learning, managing them well then learning activities will also run well so that students can focus and receive learning well at school.
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KAYIRAN, Derya. "Peer Bullying Experiences and Management Strategies of Preschool Teachers." International e-Journal of Educational Studies 7, no. 15 (2023): 648–56. http://dx.doi.org/10.31458/iejes.1336321.
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The objective of this study was to explore preschool teachers’ experiences with bullying behaviors in the classroom, their strategies for managing such behaviors, and to provide recommendations for addressing peer bullying in the classroom. Key findings from the research include: A high percentage (90.3%) of teachers reported encountering peer bullying in their classrooms. The most frequently observed types of bullying were verbal (65.6%), followed by physical (16.9%), and psychological (17.4%) bullying. Female students tended to engage more in psychological peer bullying, whereas male students were more inclined toward physical bullying.The incidence of physical and verbal bullying increased as children grew older.One of the primary approaches employed by teachers in dealing with bullying was changing classroom management practices and promoting empathy among students.Implementing a values education program within classroom activities was suggested as a way to enhance the effectiveness of anti-bullying efforts. These findings highlight the importance of addressing peer bullying in early childhood education and fostering positive classroom environments that promote empathy and values education. The study also emphasizes the need for teacher training and support to effectively manage and prevent bullying behaviors among young children.
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Oritsegbubemi, Mary-Ann LAACKMANN, and Ogbianugene DANIA Peter. "Stress Management Strategies and Social Studies Teacher Classroom Effectiveness in Upper Basic Schools in Delta State." Contemporary Research Analysis Journal 02, no. 02 (2025): 93–98. https://doi.org/10.5281/zenodo.14886812.
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Abstract The study investigated the relationship between stress management strategies and classroom effectiveness among Social Studies teachers in upper basic schools in Delta State, Nigeria. The study adopted the correlation design. A sample size of one hundred Social Studies teachers was used for the study. The instrument for the data collection was a structured questionnaire titled “Stress Management Strategies and Social Studies Teachers Classroom Effectiveness Questionnaire (SMSSSTCREQ). A Pearson Product Moment Correlation (PPMC) statistic was used for estimating the consistency of the instrument, this yielded a reliability index of 0.07, indicating a high reliability. Data were analysed using coefficient of determination to answer the research questions, while the linear regression statistics was used to test the stated null hypothesis at 0.05 level of significance. The findings show a significant relationship between stress management of taking regular breaks and Social Studies teachers classroom effectiveness, a significant relationship between stress management of maintaining a healthy lifestyle and Social Studies teachers classroom effectiveness, no significant relationship between stress management of eating balanced diets and Social Studies teachers classroom effectiveness. It was recommended that teachers should find their optimal stress level and effectively manage it by adopting effective stress management strategies, teachers should adopt the stress management of taking regular breaks to boost their classroom teaching effectiveness, teachers should be encouraged to maintain a healthy lifestyle so as to be productive at any point in time.
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Purwandoko, Edi, Burmansah, Poniman, Priono, and Tri Anggraini. "Classroom Management: the Impact of Transformational Leadership of Homeroom Teachers to the Effectiveness of Class Management in High Schools." Journal of Education, Religious, and Instructions (JoERI) 1, no. 1 (2023): 24–29. http://dx.doi.org/10.60046/joeri.v1i1.26.
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This study aims to investigate the contribution of the homeroom teacher's Transformational leadership style to the effectiveness of classroom management in Senior High Schools in Bandar Lampung City. Transformational leadership emphasizes adjusting the homeroom teacher's leadership style according to the needs of students and different classroom situations. This study used a quantitative method involving homeroom teachers and students from various high schools in Bandar Lampung City as the research sample. Data was collected through questionnaires and analyzed using appropriate statistical techniques. The results showed that the homeroom teacher's Transformational leadership style significantly influenced the effectiveness of classroom management in Senior High School Bandar Lampung City. The Transformational leadership style improves classroom discipline, student participation, quality of interaction between students and teachers, and student academic achievement. The implication of this research is the importance of developing Transformational leadership skills for homeroom teachers at Senior High School Bandar Lampung City, as well as assisting schools in developing more effective classroom management strategies to improve the quality of education.
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Ana Miftahul Jannah. "Efektivitas Pengelolaan Kelas Dalam Membina Kedisiplinan Santri." Edukasiana: Journal of Islamic Education 3, no. 1 (2024): 232–46. http://dx.doi.org/10.61159/edukasiana.v3i1.186.
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Abstract This research aims to analyze and describe the effectiveness of classroom management in fostering student discipline. This type of research is descriptive qualitative research, with primary blood collection techniques through observation, interviews and secondary data through documentation. The findings of this research show that the effectiveness of classroom management in fostering student discipline begins with planning, organizing and implementing spatial planning activities which include: First, selecting the homeroom teacher for each student program or department. Second, classroom management in the form of the physical arrangement of the classroom. Third, class organization in the form of structuring class administration. As well as Management Implementation which includes first, collaboration between teachers and stakeholders in making disciplinary regulations. Second, socialize the disciplinary rules or regulations to the students. Third, giving sanctions or punishments to students who violate the rules. Fourth, carry out classroom management evaluations in fostering student discipline. Keywords: Class Management, Student Discipline and Effectiveness
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Martínez-Garrido, Cynthia, and Javier Murillo Torrecilla. "Research on Effective Teaching. A Multilevel Study for Ibero-America." Educación 31, no. 61 (2022): 46–75. http://dx.doi.org/10.18800/educacion.202202.003.
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This research aimed to determine the factors for Educational Effectiveness and to build an empirical model for Teaching Effectiveness in Ibero-America. A Multilevel Model with four levels of analysis was used to assess teaching effectiveness. The sample consisted of 5,722 students, (all at their third year of primary school), from 257 classrooms at 100 schools located in 9 countries of Ibero-America. The results showed the existence of ten factors of Teaching Effectiveness that impact on the cognitive, social, and emotional development of students: Involvement and commitment of the teacher; Classroom climate; High expectations and selfesteem; Structured lessons; Varied-participatory activities; Attention to diversity; Optimization of learning time; Classroom organization and management; Use of educational resources; Educational assessment, monitoring, and continuous feedback.
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Nurbaiti, Tiara, Bukman Lian, and Nuril Furkan. "The Influence of Learning Facilities and Class Management on Learning Effectiveness." Journal of Social Work and Science Education 5, no. 3 (2024): 1233–45. https://doi.org/10.52690/jswse.v5i3.1033.
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This study aimed to analyze the effect of learning facilities and classroom management on learning effectiveness at SD Negeri in Sematang Borang District, Palembang. The type of research method used is the quantitative research method with data collection techniques through questionnaires, observation, and documentation. The population was 119 teachers of SD Negeri in Sematang District, Palembang and the sample size was 54 teachers. The instrument test was carried out outside the sample of 30 teachers who were taken randomly from the population of SD Negeri in Sematang District, Palembang. Data were analyzed using simple linear regression and multiple linear regression techniques. Based on the results of the data analysis showed that in the test of the influence of learning facilities variables on the learning effectiveness variable through the t-test obtained acount value of 5.254 greater than the t-table 2.007, it was concluded that there was an influence of learning facilities on the learning effectiveness of SD Negeri in Sematang Borang District, Palembang, as well as the test of the influence of classroom management variables on the learning effectiveness variable obtained a t-count value of 5.005 greater than the t-table value 2.007, it was concluded that there was an influence of classroom management on the learning effectiveness of SD Negeri in Sematang Borang District, Palembang. The test continues by looking at the effect of learning facilities variables and classroom management variables together on the learning effectiveness variable obtained tcount value 18.605 greater F-table 3.168 at a significant level of 5% so it is concluded that there is an effect of learning facilities and classroom management together on the effectiveness of learning in SD Negeri in Sematang Borang District, Palembang.
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Maheshwari, Prateek, and Nitin Seth. "Effectiveness of flipped classrooms." International Journal of Educational Management 33, no. 5 (2019): 860–85. http://dx.doi.org/10.1108/ijem-10-2017-0282.
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Purpose The purpose of this paper is to suggest a methodology for evaluating the effectiveness of the flipped classroom (FC) model over traditional lecture-based teaching. It also proposed a tool to measure students’ perception toward the flipped approach in context of Indian management education. Design/methodology/approach This study employs an experimental research design to assess the effectiveness of the FC pedagogy over traditional teaching methods. Both qualitative and quantitative research methods are used in order to judge student engagement, content understanding, students’ perception and student academic performance. Experimental research design, along with survey research, is implemented in order to judge the students’ perception toward FCs. Findings The study proposes a six-dimensional tool to measure learning in an FC setting. These dimensions are as follows: students’ in-class involvement, comprehensive content understanding, students’ academic performance, students’ cognitive capabilities, collaborative learning environment and students’ inclination toward teaching and learning process. Results of this research are promising and encouraging toward the adoption of the FC model. Research limitations/implications The present research work is limited to assess the effectiveness of FC teaching for a management subject. Future studies may be carried out in other management subjects and other streams. Practical implications The present study provides several valuable insights for future researchers, academicians and management institutions. Although implementation of flipped approach leads to a collaborative learning environment and prepares students for self-learning, it also offers educationalists to remodel their teaching pedagogy as per students’ learning and understanding needs. Originality/value The research demonstrates the successful implementation of qualitative and quantitative research techniques to evaluate the effectiveness of FC model in context of management education in India.
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Montaño, Vicente, and Hanina Maruhom. "From Theory to Practice: The Effectiveness of Flipped Classroom in MBA Production Operation Management Course." Global Research Review in Business and Economics 10, no. 2 (2024): 08–16. http://dx.doi.org/10.56805/grrbe.24.10.2.21.
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Kania, Siti Adira, Popi Dayurni, and Ismatullah Ismatullah. "Pengembangan Learning Management System (LMS) dalam Mengelola Kelas pada Mata Pelajaran Kejuruan di SMKN 1 Pandeglang." ISLAMIKA 7, no. 1 (2025): 41–52. https://doi.org/10.36088/islamika.v7i1.5467.
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This research is motivated by the lack of technology utilization in classroom management. There is a need for new innovations in the creation of classroom management systems. The purpose of this research is to determine the validity and effectiveness of the classroom management system using the Learning Management System (LMS) in managing vocational subjects at SMKN 1 Pandeglang. This research uses the Research and Development (RnD) methodology, with the Rapid Application Development (RAD) model, which includes the stages of Requirement Planning, User Design, Construction, and Cutover. Data collection techniques in this study include observation, distributing questionnaires, and documentation. The data collection instruments used in this study are questionnaires in the form of validity, practicality, and effectiveness instruments. The data analysis technique in this study employs descriptive analysis in the form of results from tests of validity, practicality, and effectiveness. Based on the research results, the validity evaluation by 4 validators received an average score of 86.6%, with a rating of "Very Valid," indicating that the Learning Management System (LMS) is suitable for use as a classroom management system. Additionally, the effectiveness evaluation by 35 students showed an average score of 93.2%, with a rating of "Very Good," indicating that the Learning Management System (LMS) is effective in classroom management.
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Ziaulhaq, Muhammad, Nurnaningsih Nurnaningsih, Silaturrahmih Silaturrahmih, Nur Komalasari, and Venna Oktavia. "Pengaruh Manajemen Kelas Inklusif terhadap Prestasi Belajar Siswa Sekolah Dasar." Bima Journal of Elementary Education 2, no. 1 (2024): 24–28. http://dx.doi.org/10.37630/bijee.v2i1.1523.
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In the current educational context, the effectiveness of inclusive classroom management in improving student learning achievement in elementary schools has become an urgent topic for research. This study aims to analyze the influence of inclusive classroom management on student learning achievement, considering variables such as adaptive teaching strategies, support for the learning environment, and dynamics of student interaction. Using quantitative methods with a survey research design, this study involved a sample of 40 elementary school students from the city of Bima, selected through purposive sampling technique, considering the specific characteristics of the population studied. Data were collected using questionnaires and analyzed using descriptive statistics and linear regression tests to determine the impact of inclusive classroom management on learning achievement. The results show a significant positive effect of inclusive classroom management on student learning achievement, reaffirming the importance of adapting teaching strategies and creating a supportive learning environment in inclusive classrooms. This conclusion supports the argument that effective inclusive classroom management practices are essential for improving student learning outcomes. Based on these findings, this study recommends enhancing teacher capacity through continuous professional training in inclusive classroom management and the development of a more inclusive curriculum to support the learning success of all students.
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Dacholfany, Muhammad Ihsan, Rivi Antoni, Ahadi Sulissusiawan, et al. "The Effectiveness of Teacher Professional Development Program on Classroom and Behavior Management: A Systematic Review." Journal of Education Culture and Society 15, no. 2 (2024): 451–70. http://dx.doi.org/10.15503/jecs2024.2.451.470.
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Aim. This study aims to investigate the effectiveness of teacher professional development programs in enhancing classroom management and student behaviour control. Methods. Conducted through a systematic review, this research examines empirical studies published between 2016 and 2022. The focus is on evaluating the impact of professional development programs on teachers' abilities in classroom management and behaviour control. Results. The findings of the study reveal a positive correlation between participation in professional development programs and improvements in classroom management and behaviour control. Specifically, teachers' knowledge and skills in these critical areas are enhanced through such programs. Furthermore, the research demonstrates positive effects on student performance and achievement as a direct result of improved classroom management. Conclusion. This study contributes to the existing body of knowledge by providing empirical evidence of the effectiveness of teacher professional development programs in enhancing classroom management and student behaviour control. By synthesising findings from multiple studies, the research adds depth to our understanding of the relationship between professional development and teacher performance.
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Niazi, Safia, Salma Channa, and Kaneez Fiza. "Impact of Classroom Management Techniques on Students' Learning Effectiveness in Public Primary Schools: A Study in District Sanghar, Sindh." Journal of Asian Development Studies 13, no. 3 (2024): 542–52. http://dx.doi.org/10.62345/jads.2024.13.3.46.
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This study search into the critical features of classroom management techniques and their impact on students’ effective learning at public primary school level in district Sangahar Sindh. Effective classroom management is a base to lead high quality learning environment to assist student engagement that grow academic achievement. The research work to survey the present condition of classroom management implementation in public primary schools in district Sanghar analyze their impact on students learning outcome. This research employs a quantitative approach and analysis methods. A survey questions was conduct from primary school teachers in district Sanghar to collect data on their classroom management practices. The outcomes of this study analyze the most frequently used classroom management techniques by primary school teachers in district Sanghar examining the impact of these techniques on students’ academic achievement, engagement, behavior and analyze the relationship between classroom management practices and student learning outcome. The findings will be prepared precious awareness for teachers, policy makers, and education collaborator to make better classroom management process increase student learning and assist academic excellence in district Sanghar. The impact of classroom management techniques on students’ effective learning has significant relationship towards the development of active body of knowledge and result suggested authentication about these practices that support student success in all manners.
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Valente, Sabina, Abílio A. Lourenço, Paulo Alves, and Sergio Dominguez-Lara. "The role of emotional intelligence for teachers efficacy and classroom management." Revista CES Psicología 13, no. 2 (2020): 18–31. https://doi.org/10.21615/ cesp.13.2.2.
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In recent years, several studies have revealed multiple benefits of teachers’ emotional intelligence (EI) concerning their professional performance, to teaching and learning process, the student's school performance, job satisfaction, reduction of stress and burnout, and the importance of interpersonal relationships at school. However, few studies have explored how teachers’ EI capacity affects their effectiveness in teaching and classroom management. In this sense, the aim of this study was twofold: to examine the relationship between teacher’s EI capacities, teacher efficacy, and classroom management effectiveness, and to analyze the relationship between teacher’s characteristics (gender) and professional background (service time and academic formation) and the teacher’s EI capacities. 634 Portuguese teachers filled out a form with personal and professional data and answered an adaptation of the Emotional Skills and Competence Questionnaire, and the Teacher Efficacy in Classroom Management and Discipline Scale. Structured Equation Model analyses showed that teachers who tended to have higher levels of capacity to perceive, express, and manage emotions reported higher levels for teaching effectiveness and classroom management effectiveness. Therefore, is important for Portuguese teachers to develop their emotional skills during academic formation, to a more effective future professional activity.
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Vergara, Marife, Lilibeth Pinili, Niña Rozanne Delos Reyes, Regina Sitoy, Raymond Espina, and Lindley Saladaga. "Teachers’ Preparedness for Inclusive Education: Analyzing Knowledge, Confidence, and Classroom Management." International Journal of Educational Studies 8, no. 2 (2025): 54–64. https://doi.org/10.53935/2641533x.v8i2.323.
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This research assessed teachers’ knowledge, confidence, and classroom management regarding inclusive education. Findings showed that teachers were confident, moderately knowledgeable, and capable of managing inclusive classrooms, with strengths in fostering inclusive teaching practices, collaborating with others, and managing classroom behaviors respectfully. However, areas for improvement were identified, particularly in adapting to diverse needs, understanding Universal Design for Learning (UDL), utilizing adaptive technologies, and implementing individualized education plans (IEPs). Chi-square test statistics showed no significant association between teachers’ profiles and their levels of knowledge, confidence, and classroom management skills. Additionally, Spearman’s rank-order correlation indicated no significant relationship between the perceived difficulties in handling inclusive education and teachers’ competencies in these areas. The findings suggest that teachers’ knowledge, confidence, and classroom management are not determined by their profiles or the challenges learners face but are likely influenced by external factors such as training, resources, and professional experiences. This highlights the need for targeted professional development programs to address gaps in UDL, adaptive technologies, IEP implementation, and classroom management strategies for equitable participation. Overall, the study promotes the importance of continuous support and training to enhance teachers' effectiveness in inclusive education, ensuring that they are well-equipped to meet and address the diverse needs of learners with special needs.
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Yadav, Dr Seema. "EFFECTIVE CLASSROOM MANAGEMENT SKILL: AN ESSENTIAL SKILL FOR TEACHERS." BSSS Journal of Education 11, no. 1 (2022): 92–101. http://dx.doi.org/10.51767/je1107.
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Classroom management is commonly associated with maintaining order in the classroom. Problem behaviours are reduced and students` involvement behaviours are increased in the classroom of a teacher who uses effective classroom management tactics. The effectiveness of classroom management is critical to the formation of an effective educational environment. As a result, effective classroom management is the first step toward achieving educational success. Classroom management is a vast and complicated subject, and it can be seen that the importance of the actions taken by teachers, which is in turn dependent on the many skills that teaching staff require in order to achieve effective classroom management, such as the quality of teaching, the ability to effectively organise the classroom, and a variety of other social and emotional factors that contribute to the formation of an effective classroom learning environment.
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Sarvepalli, Ashwini, and Joy Godin. "Business Process Management in the Classroom." Journal of Cases on Information Technology 19, no. 2 (2017): 17–28. http://dx.doi.org/10.4018/jcit.2017040102.
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Organizations are increasingly adopting Business Process Management (BPM) approaches growing the need for BPM expertise in the industry (Bandara et al., 2010). This has resulted in growing demand for college graduates who have a thorough knowledge of business processes (Lee, 2008). Hadidi (2014) pointed out that development of courses and programs in BPM area has received huge consideration in academia during recent times. This paper presents a classroom activities for teaching Business Process Management using a paper-based simulation game conducted as part of an undergraduate IS course. The paper discusses various class activities involved such as execution of the simulation game, creation of graphical representations of processes followed in the game, and creation of Business Process models using Microsoft Visio software. A post-test survey was conducted to evaluate the understanding of BPM concepts learned and analyze the effectiveness of the simulation game. The paper concludes with recommendations for future research.
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D., Usha Venkatesh, and P. R. Ramakrishnan Dr. "A Paradigm shift in Education Management for teachers to Upskill ICT skills and Adapt Learning Management System." Empirical Economics Letters 23, Special Issue 3 (2024): 15–35. https://doi.org/10.5281/zenodo.13924633.
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Technology plays a very significant role in raising and developing the standards of instruction and facilitating communication, both of which advance students’ knowledge and abilities. Learning is an ever evolving process that makes greater use of contemporary technologies. Teachers will find it easier to gather information for pupils and to explain the subject. Teachers can better adapt to the global demand for technology – based teaching and learning technique and equip themselves to replace the traditional teaching methods with the help of integration of information, communication and technology ( ICT ). The goal of this study is to identify the variables that affect teachers’ willingness to include ICT into the classroom. This study focuses on the events of instructors, provides significant new information about the variables influencing teachers’ attitude towards integrating ICT in the classrooms. Therefore, this study is helpful to the teachers and students to create technologies for e- learning, quality assurance and improvement. This study compares teachers who regularly use a practice of teaching system with those who do not, in order to determine how accepting they are of a learning management system LMS. The outcomes would also help to clarify the kind of learning environment that can be created when ICT is incorporated into the classroom. The results of this study focuses on how beneficial ICT integration is for both educators and learners. The findings also say that one of the most crucial and important element in the effectiveness of technology – based teaching and learning is the proficient setup of ICT resources and incorporation of ICT by educators.
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Siti Nurlatifah, Nur Yanah, and Laili Nur Tsalits Asmoro. "Manajemen Kelas dalam Meningkatkan Efektivitas Pembelajaran (Studi Kasus di MA Al-Muhtadin Pondok Pesantren Riyadhus Samawi)." Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya 2, no. 6 (2024): 259–87. http://dx.doi.org/10.61132/morfologi.v2i6.1182.
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Classroom management is a conscious effort to organize learning process activities systematically, including the preparation of teaching materials, provision of facilities and infrastructure, organizing learning spaces and creating a conducive learning atmosphere so that learning objectives can be achieved. Classroom management efforts lead to the preparation of learning materials, learning facilities and infrastructure, learning space arrangements, controlling student behavior, and improving student achievement and grades. The implementation of classroom management will create an effective, varied, and fun learning atmosphere. The purpose of the research conducted intends to find out (1) To what extent is the implementation of classroom management. (2) Whether the learning process is effective. (3) What are the inhibiting and supporting factors in implementing classroom management. (4) And what efforts are made by teachers and schools in improving the effectiveness of classroom management. The results showed that classroom management has not been carried out optimally, the teacher's teaching method is still monotonous so that it makes students less interested in listening to the material. Then there is still a lack of student discipline. Although the implementation of classroom management is still not optimal, teachers remain enthusiastic and continue to strive to do and implement classroom management optimally, so that what is the goal of the school will be achieved properly. The efforts that teachers will make in implementing classroom management in order to increase the effectiveness of learning are by preparing administrative tasks properly, using varied learning methods and media. And teachers apply student discipline.
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Dusengimana, Claire. "Trends in the use of flipped classroom model and its effectiveness in higher learning education: A systematic review." African Educational Research Journal 11, no. 4 (2023): 616–33. http://dx.doi.org/10.30918/aerj.114.23.096.
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A flipped classroom is an e-learning model that blends traditional face-to-face teaching and online teaching. It is gaining popularity in nowadays education systems. This review aimed to evaluate the research trends in the usage of flipped classrooms in higher learning education. During the review, sources were retrieved from various databases such as Google Scholar, Scopus, and ERIC to name a few. Using systematic search and selection methods to answer the proposed research questions regarding the types of methodological approaches that have been regularly used in the flipped classroom research; subjects of flipped classroom teaching practices have been widely researched; kind of technological platforms have been used in flipped classroom research; the outcomes of flipped learning research and the challenges encountered in flipped classroom implementation. The analysis showed that the quantitative methods are the most used while education is the subject most reported in flipped classroom research. Learning management systems are the most technological platforms that have been used in flipped classroom research. Academic achievement is the major learning outcome reported in the analysed flipped classroom research. The reluctance of instructors and students to adapt to new roles is among the challenges reported in the analysed reports. Overall flipped classroom model has a positive effect on students’ learning outcomes. Therefore it is encouraged to use the flipped classroom model taking into consideration the challenges reported to make it more effective.
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Blankenship, Colleen S. "Structuring the Classroom for Success." Australasian Journal of Special Education 12, no. 2 (1988): 25–30. http://dx.doi.org/10.1017/s1030011200021904.
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This article summarizes recent research on effective classroom management practices that teachers can use to enhance learning and to prevent, or at least minimize, the occurrence of misbehaviour. Suggestions for creating and maintaining an appropriate climate for learning are discussed. Strategies that are particularly effective in teaching mildly handicapped students are emphasized and procedures for evaluating the effectiveness of one’s management practices are discussed.
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Astuti, ASTUTI. "MANAJEMEN KELAS YANG EFEKTIF." Adaara: Jurnal Manajemen Pendidikan Islam 9, no. 2 (2019): 892–907. http://dx.doi.org/10.35673/ajmpi.v9i2.425.
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Abstrak. Class management is any effort directed at creating an atmosphere of learning that is effective and enjoyable and can motivate students. Class management generally aims to increase effectiveness and efficiency in achieving learning objectives. In addition, classroom management also aims to create a comfortable classroom atmosphere where teaching and learning take place. Therefore, in an effort to realize effective classroom management, it must pay attention to the principles of effective classroom management, class management approaches and implement the planning, implementation, and assessment of class management programs.
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Aksu, Nihat. "Albanian Teachers’ Approaches to Classroom Management." European Journal of Social Sciences Education and Research 4, no. 1 (2015): 186. http://dx.doi.org/10.26417/ejser.v4i1.p186-194.
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One of the key elements in having an effective teaching and learning atmosphere goes through classroom management. On the other hand, different needs brought different approaches and strategies to solve the broad area of classroom management. The 21st century classroom managements require quite complex approaches. In this article it is aimed to present strategies used by teachers in classroom management. The researcher anonymously surveyed 45 teachers who were teaching in private institute in Tirana were asked to complete the Incredible Years Teacher Strategies Questionnaire (TSQ) section A and section B only to measure classroom management behavior and the frequency of use of five teacher strategies: praise and effectiveness, proactive strategies, limit-setting, total positive approaches, and inappropriate strategies. The variables such as gender, years of experience, and age that may influence teachers’ classroom management strategies and confidence are discussed. After analyzing the data, it was revealed that male and female teachers differ in terms of coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies they employ. The results indicated that there was no relationship between years of experience and coaching, praise and incentives strategies and proactive strategies. Only there was a relationship between years of experience and social - emotional teaching strategies. However, they differed in terms of age, teachers in age group of 45-54 are better at coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies. By analyzing the data, the results indicated that a solid half of the study’s participants were not using positive classroom strategies and lack of these classroom management strategies were also causing use of inappropriate classroom management techniques.
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Vakirlov, Nicola, Maria Becheva, and Nina Belcheva. "PEDAGOGICAL VIEWS - MANAGEMENT OF CLASS, COMPETENT APPROACH." Knowledge International Journal 34, no. 2 (2019): 405–10. http://dx.doi.org/10.35120/kij3402405v.
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The term "classroom management." Appears in Jossos Kounin's book, "Discipline and Group Management in Classroom." Jaasbs Kunin is an educational theoretician who focuses on the ability of the teacher to influence student behavior and instruction / management instructions. So he tries to integrate learning with classroom management. Prior to this, the US focused on the role of the teacher as a translator of knowledge and skills. Different studies have developed classroom management theories, which are based on the teacher's ability to organize and plan their activity and students, using the activity and high levels of student participation in learning. Classroom management is a collection of skills and techniques that teachers use to keep students organized, systematically methodical and tidy, focused, attentive, and academically productive during class. When classroom management strategies are implemented effectively, teachers can minimize disruptive behavior that impedes learning and other activities while increasing their effectiveness. Generally speaking, effective teachers tend to show strong skills in classroom management, while the hallmark of inexperienced or less effective teachers is the chaotic classroom.
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Hickey, Grainne, Sinead McGilloway, Lynda Hyland, et al. "Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis." Journal of Early Childhood Research 15, no. 2 (2015): 174–94. http://dx.doi.org/10.1177/1476718x15579747.
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Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teachers were randomly allocated to an intervention group (n = 11 teachers; 110 children) or a waiting-list control group (n = 11; 107 children). The sample also included 63 ‘high-risk’ children (33 intervention; 30 control), who scored above the cut-off (>12) on the Strengths and Difficulties Questionnaire for abnormal socioemotional and behavioural difficulties. Teacher and child behaviours were assessed at baseline and 6 months later using psychometric and observational measures. Programme delivery costs were also analysed. Results showed positive changes in teachers’ self-reported use of positive classroom management strategies (effect size = 0.56), as well as negative classroom management strategies (effect size = −0.43). Teacher reports also highlight improvements in the classroom behaviour of the high-risk group of children, while the estimated cost of delivering the Incredible Years Teacher Classroom Management Training Programme was modest. However, analyses of teacher and child observations were largely non-significant. A need for further research exploring the effectiveness and cost-effectiveness of the Incredible Years Teacher Classroom Management Training Programme is indicated.
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Ahmed, Nadeem, and Du Plessis Pierre. "The Role of Classroom Management in Enhancing Learners’ Academic Performance: Teachers’ Experiences." Studies in Learning and Teaching 5, no. 1 (2024): 202–18. http://dx.doi.org/10.46627/silet.v5i1.364.
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Learners’ academic performance is one of the most imperative elements of the classroom and a core responsibility of teachers as well as schools. Thus, it is imperative to manage a classroom in a way that is conducive to teaching and learning that can promote high academic performance. Consequently, the study aimed to examine the role of classroom management in enhancing learners' academic performance. A generic qualitative research method approach was employed in the study. A purposive sampling technique was used to select a total of 18 teachers from six government secondary schools to study the phenomenon. Therefore, it was found that effective classroom management plays an important role in learners' performance. During the research, it was found that the no availability of physical resources and poor classroom management contribute to learners, performance. Based on the research findings it was identified that teacher effectiveness, teacher preparedness and teacher social and emotional proficiency, teacher-learner relationship, and learners' motivation, behavior, and discipline are the major factors that also have a strong role on learners' performance. The schools selected to conduct research are lacking resources, and teachers are not as effective and skilled as required. Due to the lack of resources and skills, teachers can't manage classrooms which can enhance learners' academic performance. It is thus mandatory to provide resources to schools and skills and training to teachers.
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Adaboh, Samuel, Asiwome Abla Amuzu, and Emmanuel Duncan. "Do Teacher Values Influence Classroom Management? A Study of Teachers in Public High Schools in Ghana." European Journal of Contemporary Education and E-Learning 3, no. 3 (2025): 27–37. https://doi.org/10.59324/ejceel.2025.3(3).03.
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Understanding the significance of teacher values and their impact on classroom management can provide valuable insights into enhancing the educational experience for both teachers and students. This study delves into the topic of teacher values and examines their effectiveness in classroom management using some senior high schools in the Eastern Region of Ghana. A survey research design was used to obtain primary data from a sample of 175 teachers which was analysed using Partial Least Square-Structural Equation Modelling. Findings revealed that only the teacher’s self-image (β = 0.202 t = 2.35, p<0.05) has a positive and significant effect on classroom management. While belonging to a community of teachers (BCT) (β = 0.059 t = 0.449, p>0.05); intrinsic career value (ICV) (β = 0.32, t = 1.157, p>0.05); and working with children (WWC) (β = 0.076, t = 0.55, p>0.05) have an insignificant effect on classroom management (CM) of teachers. The study concluded that teacher values with particular emphasis on the self-image of the teachers affect the classroom. The study, therefore, recommends that the teacher’s self-image be greatly boosted through self-development and self-leadership to improve the overall management of the classroom which will in turn boost the effectiveness of both the teacher and the student.
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Wanmei, Wang, Chin-Hong Puah, and Siti Mariam Abdullah. "Assessing the effect of a flipped classroom on students’ learning performance." International Journal of Education and Practice 13, no. 1 (2025): 361–404. https://doi.org/10.18488/61.v13i1.4062.
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This research investigates the effect of the flipped classroom on learning performance in management classes at vocational and technical colleges concentrating on cognitive style as a mediating factor. The researcher examines the difference in learning achievements, successful intelligence (analytical, creative, and practical intelligence), and learning attitudes among students who have experienced the flipped classroom method and those who receive traditional instruction through a quasi-experimental design implemented for students from 5 vocational and technical colleges. The study uses Sternberg's successful intelligence theory to determine how this pedagogical approach affects various aspects of intelligence. Key findings indicate that the flipped classroom approach is more effective than the traditional one in improving cognitive learning achievement, analytical, creative and practical intelligence, and a positive learning attitude. However, cognitive style, particularly visual versus verbal preferences showed limited impact on the effectiveness of flipped classroom learning. Therefore, flipped classrooms benefit learning performance but these benefits work irrespective of the student's cognitive style. Thus, the research is of great importance to vocational education practitioners in general and promotes the concept of flipped classrooms which might positively affect the quality of management learning.
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Ngo Vu Thu, Hang. "Application of social constructivist perspective into proposing classroom management measures in primary education." Journal of Science Educational Science 67, no. 1 (2022): 64–73. http://dx.doi.org/10.18173/2354-1075.2022-0007.
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This article aims to present classroom management measures with the application of social constructivist perspective. In order to develop class management measures for primary teachers to implement appropriately with primary students, the principles of social constructivist perspective are used as the basis for the development approach and the knowledge of classroom management are used as the scientific framework for proposing measures. There are 3 main classroom management measures developed with specific activities, including: Establishing a positive classroom environment; Social constructivist teachers; Organizing and collaborating with educational communities. Further studies can be carried out with a focus on the implementation of classroom management measures in the classroom practices, assessing their impact levels and effectiveness that can provide recommendations for the effective implementation of classroom management measures in primary schools.
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Suheddin Hasibuan. "Implementasi Pengelolaan Kelas dalam Meningkatkan Efektivitas Pembelajaran Siswa di Kelas IV SD Negeri 0119 Banjar Raja." Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya 1, no. 4 (2023): 126–37. http://dx.doi.org/10.61132/semantik.v1i4.106.
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Based on the research results, it can be concluded that (1) Implementation of Classroom Management in Improving the Effectiveness of Student Learning in Class IV SD Negeri 0119 Banjar Raja has taken place effectively, and can increase the effectiveness of student learning. It can be known based on the teacher's strategy in preparing various things needed for the teaching and learning process, for example teaching media, learning tools, and preparation of lesson plans. Besides that, the teacher's strategy for opening lessons is by giving encouragement to their students' learning enthusiasm. (2) Factors supporting and inhibiting the implementation of classroom management in increasing the effectiveness of student learning in class IV SD Negeri 0119 Banjar Raja. These supporting elements include adequate infrastructure, qualified homeroom teachers and experts in their profession, strategic location, safe, surrounding environment clean classrooms, and the interaction of the homeroom teacher with the surrounding environment. The obstacle is the diversity of students' characteristics, such as the presence of students who fight, do not carry out pickets.