Classroom management styles and teacher - Student relationship congruency: its influence on student learning outcomes
This study investigated the congruency of the classroom management styles and teacher-student
relationship as well as its influence on student learning outcomes. The classroom management
styles are categorized as authoritarian, autocratic, democratic and laissez faire. The study
employed the quantitative aspect which was the determination of the profile, classroom
management styles, teacher-student relationship and the learning outcomes. The respondents were
the teachers and students at Thai Nguyen University during the school year 2018-2019. A total of
1,703 students and 92 teachers were chosen through a convenience sampling method. The findings
imply that teachers place limits and controls on the students but simultaneously encourage
independence. There is a significant relationship between teacher-student relationships with the
classroom management, which influences the way teachers manage their classrooms. Moreover,
the congruency of the relationship implies that the more favorable the teacher-student relationship
is, the higher the extent of learning is. In short, students are able to learn more when they
experience healthy teacher-student relationship.
Ss of the teachers as perceived by the students and teachers themselves. It can be gleaned from the table that 700 or 39% are utilizing authoritarian style, 364 or 20.28% are users of eclectic style, 336 or 18.72% have democratic style, 268 or 14.93% are utilizing autocratic style and 127 or 7.08% are using laissez faire. The highest use of authoritarian style by the teachers indicates they have high expectations of appropriate behavior, they have clear statements about why certain behaviors are acceptable and others are not acceptable, and they have warm student-teacher relationships. The finding also implies that TNU teachers place limits and controls on the students but simultaneously encourage independence. The authoritarian style relates well with the assertion of [7] whose belief suggests that students will support rules they establish as they have a sense of ownership on them. For an effective teacher, authoritative style can produce socially competent and responsible students. Whereas, low frequency on the use of laissez faire by the teachers suggests that both the teachers and students believe that this classroom management style is not adopted by the teachers. The teachers do not just accept the students‟ impulses and actions because they are more likely to monitor their behavior. They do not find difficulty saying no or enforcing rules in the classroom. When a student interrupts a lecture, the teacher accepts the interruption with the belief that the student must surely have something valuable to add. Table 1. Frequency and percentage distribution of CMSs of teachers as perceived by the students and teachers themselves Classroom Management Style Teachers Students and Teachers Total Freq. % Freq. % Freq. % Authoritarian 52 56.40 648 38.05 700 39.00 Autocratic 1 0.01 267 15.68 268 14.93 Democratic 15 16.85 321 18.85 336 18.72 Laissez-Faire 3 3.50 124 7.28 127 7.08 Eclectic 21 23.30 343 20.14 364 20.28 Total 92 100 1,703 100 1795 100 Table 2. Comparison between the assessments of the teachers and students on the teachers’ CMSs Group Mean SD Std. Error of Difference t-value Probability Teachers 35.38 5.493 0.582 4.104** 0.000 Students 37.77 4.230 ** = significant at .01 level It was hypothesized that there is no significant difference in the assessment of the teachers and students the teachers‟ classroom management style. Table 2 showing the comparison between the assessment of the teachers and students on the teachers‟ classroom management style reveals that there is a significant difference in the assessment of both respondents at 0.01 level of significance. The t-value for this comparison is 4.104 with a probability of 0.000 and with a Bui Thi Kieu Giang et al TNU Journal of Science and Technology 199(06): 11 - 16 Email: jst@tnu.edu.vn 15 standard error of difference at 0.582. This finding reveals that the hypothesis is rejected as there is a significant difference in the assessment of the teachers and students on the teachers‟ classroom management style. The students have more favorable rating to their teachers than the rating of the teachers to themselves as reflected in the mean of 37.77 for the students and 35.38 for the teachers. The finding indicates the belief of the teachers that CMSs are just suggestive in nature, which is recommendatory to teachers based on the kind of learning environments that they are into. Table 3. Interrelationship among CMSs of the teachers, teacher-student relationship congruency and extent of learning Variables Classroom Management Style Teacher - Student Relationship Congruency Extent of Learning Classroom Management Style - Teacher-Student Relationship 0.252 * (0.015) - Extent of Learning Outcomes 0.349** (0.001) 0.342** (0.001) - ** = significant at 0.01 level * = significant at 0.05 level It was hypothesized in the study that there is a significant relationship between CMSs of the teachers, teacher - student relationship and extent of learning outcomes. Table 3 reveals that the hypothesis is rejected at .05 level of significance. The significant relationship between teacher - student relationship with CMSs is reflected in the correlation coefficient of 0.252 and probability value of 0.015. On the other hand, the significant relationship between extent of learning and classroom management is seen in the computed correlation coefficient of 0.349 and probability value of 0.001 while the relationship between extent of learning with teacher - student relationship congruency is indicated in the correlation coefficient of 0.342 and 0.001 probability value. The significant relationship between teacher - student relationship with the classroom management means that healthy and sound teacher-student relationship influences to a great extent how teachers establish and enforce routines and rules inside the classroom and how they plan and prepare the instructional materials. Besides, the significant relationship between the extent of learning with teacher - student relationship indicates that the better the teacher-student relationship is, the higher the extent of learning is. In short, students are able to learn more when they experience healthy teacher student relationship. Table 4. Relationship between the CMSs of the teachers and their select profile variables Variable Correlation Coefficient Probability Statistical Inference Sex 0.114 0.277 Not significant Age 0.062 0.518 Not significant Educational Attainment 0.257 0.013 Significant at 0.05 Number of years in the service 0.119 0.257 Not significant Universities -0.059 0.577 Not significant It was hypothesized in the study that there is no significant relationship between the CMSs of the teachers and their profile variables. Table 4 reveals that educational attainment has significant relationship with CMSs but not for sex, age, number of years in the service and universities. Thus, the null hypothesis is accepted only for the educational attainment variable. It is suggested that the use of CMSs is influenced by the level of educational attainment of the teachers. The higher educational attainment Bui Thi Kieu Giang et al TNU Journal of Science and Technology 199(06): 11 - 16 Email: jst@tnu.edu.vn 16 provides more theories, principles and insights about teaching and learning. The positive relationship between the classroom management style of the teachers and their educational attainment is supported by earlier researches [8], [9]; their findings reveal that having successful classroom management skills are thought to be necessary in fostering effective student learning. Teachers who are weak at classroom management skills should be provided with necessary theoretical approaches and classroom disciplines as well as useful tips on implementation. 4. Conclusions On the basis of the foregoing findings, the study concludes that TNU teachers are indeed second parents to their students considering that they serve as „loco parentis‟ to their students. There is substantial imposition of rules but there is also promotion of independence. Interestingly, there is also a healthy connection between the teachers and students inside the classroom which is manifested in the low teacher anxiety. Teachers and students cultivate their relationships and use this healthy relationship to ensure a “nurturing pedagogy”. Moreover, the study concludes that there exists a congruency between classroom management style and teacher - student relationship as well as student learning outcomes. The extent of learning obtained by the students is to a great extent determined by the kind of CMSs utilized by the teachers. Of all CMSs, it is the authoritarian style that plays a crucial role in determining higher learning. Finally, the study proves that the teacher student relationship positively influences CMSs of the teachers. It also asserts that the teacher - student relationship is positively associated by the degree of learning that takes place inside the classroom; with classroom management style as well as teacher - student relationship. 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