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Classroom Management as an Image of School Management: Predicting Academic buoyancy and Educational Performance Students | ||
| School Administration | ||
| مقاله 2، دوره 8، شماره 4، اسفند 2020، صفحه 49-28 اصل مقاله (1.38 M) | ||
| نوع مقاله: Quantitative Research Paper | ||
| شناسه دیجیتال (DOI): https://doi.org/10.34785/J010.2021.123 | ||
| نویسنده | ||
| محسن حاجی‌تبار فیروزجایی* | ||
| استادیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، مازندران، ایران | ||
| چکیده | ||
| Introduction Elements of effective classroom management include establishing routines and procedures to limit disruptions and time taken away from teaching and learning, maintaining momentum and variety in instructional practices, and monitoring and responding to student activity. Successful classroom management involves much more than rules and discipline. Indeed, research into classroom management demonstrates that effective teachers are preventive and proactive about student behavior, rather than being reactive to students’ inappropriate behaviors. Additionally, the best teachers involve students in the process of establishing and maintaining rules and routines. Classroom quality management components include creating daily procedures and procedures to limit breaks and time spent on issues other than teaching and learning, maintaining speed and variety in educational activities, and monitoring and responding to knowledge activity. Learners. Successful classroom management involves more than just rules and discipline. In fact, research on classroom management shows that effective teachers act on preventive and proactive student inappropriate behaviors. In addition, good teachers engage students in the process of creating and maintaining rules and procedures (Stronge, 2018). Nadernejad et al (2019) in their research showed that teacher-related factors such as teaching style, teacher approach, classroom management, teacher professional competence, and student-related factors such as lack of motivation caused behavioral disorders to cause students' misconduct in classrooms. The purpose of this study was to investigate the Classroom Management and Organization Teachers as an aspect of school management in predicting Academic buoyancy and Educational Performance of secondary school students. Methods The research method was descriptive correlational. The statistical population includes all teachers and secondary school students in Babol city who were selected using two-stage cluster sampling method of 40 teachers and 320 students. To collect data, three questionnaires of Classroom Management and Organization, Educational Performance questionnaire, and academic buoyancy questionnaire were used. Pearson correlation coefficients and hierarchical linear model were used to analyze the data. Results The average student performance of each teacher was used to calculate the correlation between the components of classroom management with academic vitality and academic performance. All correlation coefficients were positive and significant at the level of 0.01. Thus, an increase in the management and organization of the teacher's classroom and students 'academic vitality is associated with an increase in students' academic performance. Classroom organization with r = 0.78 had the strongest relationship with students' academic performance. All three components of classroom management and organization are also positively associated with academic vitality. Class organization with r = 0.76 has the strongest relationship with academic vitality. The prediction coefficient of academic vitality is 1.60 which indicates that each unit increase in academic vitality leads to 1.60 unit increase in academic performance. The coefficients of classroom management and classroom organization are 1.10 and 0.91, respectively, which means that each unit increase in these two variables leads to a 1.10 and 0.91 unit increase in students' academic performance, respectively. The correlation squared value for the two-level model is 0.44. The calculated effect size for the three predictor variables entered into the model is 0.78, which is a large effect. The intra-class correlation coefficient is 0.12. The significance of the width of the origin and the positive intra-class correlation indicate that the hierarchical model is suitable for academic vitality. The prediction coefficient of all three components of management and organization was positive and significant for academic vitality (P <0.05). Each unit increase in discipline results in a 0.21 unit increase in academic vitality. The coefficients of class management and class organization are 0.34 and 0.40. Therefore, each unit increase in these two variables leads to 0.34 and 0.40 units increase in students' academic vitality, respectively. The correlation coefficient for the two-level model of academic vitality is 0.32. The calculated effect size for the three predictor variables entered into the model is 0.47, which is a large effect. Discussion and Conclusion The results showed that all three components of Classroom Management and Organization Teachers were positively correlated with Educational Performance. The results of the hierarchical linear model showed that academic buoyancy and two components of classroom management and classroom organization are predictors of Educational performance. The results also showed that Academic buoyancy was positively associated with all three components of Classroom Management and Organization. In addition, all three components of Classroom Management and Organization Teachers were significant predictors of Academic buoyancy. So teachers who have better classroom management and organization have better students with better Academic buoyancy and Educational Performance. Analyzing the results of this study, supported by the findings of Kane et al (2011) and Flower et al (2017), it can be said that compared to other teacher activities, classroom management activities are better Predicts students' academic achievement (Kane et al., 2011). Poor classroom management and behavior problems lead to poorer academic achievement (Flower et al., 2017). In analyzing these results, it can be said that classroom management is an important element of effective student learning and learning. All teachers - Novice and experienced, know the challenges of classroom management and know that this aspect of quality education is crucial. Based on the findings of this study, it is suggested that managers and educational planners anticipate long and short term workshops in order to familiarize and improve teachers' skills in the components of classroom management and organization. Teachers are also suggested to organize effective classroom instruction through physical classroom preparation to teach, prepare and organize materials and coherent and rational frameworks to directly and indirectly influence academic performance and Affect students' academic vitality. Sources Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher Preparation programs really preparing our teachers? 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| کلیدواژه‌ها | ||
| Classroom Management؛ Classroom Organization؛ Teacher؛ Educational Performance؛ Academic buoyanc | ||
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