Cover Image

Exploring Teachers Knowledge of Classroom Management and Control

Purpose - This paper presents the results of a study that sought to determine teacher conceptions of classroom management and control. The study explored classroom management knowledge of participants, and how the knowledge was gained. It also investigated the extent to which participants held vario...

Full description

Saved in:
Bibliographic Details
Main Authors: Ayebo, Abraham, Assuah, Charles
Format: Article
Language:English
Published: Universiti Utara Malaysia Press 2017
Subjects:
L Education (General)
Online Access:https://repo.uum.edu.my/id/eprint/29467/1/MJLI%2014%2001%202017%20169-185.pdf
https://doi.org/10.32890/mjli2017.14.1.7
https://repo.uum.edu.my/id/eprint/29467/
https://e-journal.uum.edu.my/index.php/mjli/article/view/mjli2017.14.1.7
https://doi.org/10.32890/mjli2017.14.1.7
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.uum.repo.29467
record_format eprints
spelling my.uum.repo.294672023-05-29T09:05:11Z https://repo.uum.edu.my/id/eprint/29467/ Exploring Teachers Knowledge of Classroom Management and Control Ayebo, Abraham Assuah, Charles L Education (General) Purpose - This paper presents the results of a study that sought to determine teacher conceptions of classroom management and control. The study explored classroom management knowledge of participants, and how the knowledge was gained. It also investigated the extent to which participants held various conceptions, including rule-based, dominance and nurturance conceptions, about how teachers established and maintained classroom control. Methodology - A mixed method involving a rating scale for the quantitative component, and response to open-ended interview questions for the qualitative component were used. The responses from the subjects were recorded, and notes were also taken. The data were first transcribed and double-checked for grammatical errors. The methods used to identify emerging common themes across respondents were the constant comparison and analytic induction methods. Findings - The major finding of the study was that rule-based conceptions were predominant. In their responses to open-ended questions, virtually all teachers mentioned rule-based conceptions, especially the consistent setting and monitoring of rules as being important to the teachers ability. The alternative conceptions of dominance and nurturance were expressed by a few of the teachers. Even teachers who showed agreement with either the dominance or nurturance conceptions showed strong support for rule-based conceptions Significance - The significance of this study to classroom practice is that knowing how to manage the classroom is one of the most important traits of quality instruction. Therefore, it is important that teachers both new and veteran find the best way to manage their classroom in order to create a serene atmosphere for quality learning to take place. Universiti Utara Malaysia Press 2017 Article PeerReviewed application/pdf en cc4_by https://repo.uum.edu.my/id/eprint/29467/1/MJLI%2014%2001%202017%20169-185.pdf Ayebo, Abraham and Assuah, Charles (2017) Exploring Teachers Knowledge of Classroom Management and Control. Malaysian Journal of Learning and Instruction (MJLI), 14 (1). pp. 169-185. ISSN 1675-8110 https://e-journal.uum.edu.my/index.php/mjli/article/view/mjli2017.14.1.7 https://doi.org/10.32890/mjli2017.14.1.7 https://doi.org/10.32890/mjli2017.14.1.7
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutional Repository
url_provider http://repo.uum.edu.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Ayebo, Abraham
Assuah, Charles
Exploring Teachers Knowledge of Classroom Management and Control
description Purpose - This paper presents the results of a study that sought to determine teacher conceptions of classroom management and control. The study explored classroom management knowledge of participants, and how the knowledge was gained. It also investigated the extent to which participants held various conceptions, including rule-based, dominance and nurturance conceptions, about how teachers established and maintained classroom control. Methodology - A mixed method involving a rating scale for the quantitative component, and response to open-ended interview questions for the qualitative component were used. The responses from the subjects were recorded, and notes were also taken. The data were first transcribed and double-checked for grammatical errors. The methods used to identify emerging common themes across respondents were the constant comparison and analytic induction methods. Findings - The major finding of the study was that rule-based conceptions were predominant. In their responses to open-ended questions, virtually all teachers mentioned rule-based conceptions, especially the consistent setting and monitoring of rules as being important to the teachers ability. The alternative conceptions of dominance and nurturance were expressed by a few of the teachers. Even teachers who showed agreement with either the dominance or nurturance conceptions showed strong support for rule-based conceptions Significance - The significance of this study to classroom practice is that knowing how to manage the classroom is one of the most important traits of quality instruction. Therefore, it is important that teachers both new and veteran find the best way to manage their classroom in order to create a serene atmosphere for quality learning to take place.
format Article
author Ayebo, Abraham
Assuah, Charles
author_facet Ayebo, Abraham
Assuah, Charles
author_sort Ayebo, Abraham
title Exploring Teachers Knowledge of Classroom Management and Control
title_short Exploring Teachers Knowledge of Classroom Management and Control
title_full Exploring Teachers Knowledge of Classroom Management and Control
title_fullStr Exploring Teachers Knowledge of Classroom Management and Control
title_full_unstemmed Exploring Teachers Knowledge of Classroom Management and Control
title_sort exploring teachers knowledge of classroom management and control
publisher Universiti Utara Malaysia Press
publishDate 2017
url https://repo.uum.edu.my/id/eprint/29467/1/MJLI%2014%2001%202017%20169-185.pdf
https://doi.org/10.32890/mjli2017.14.1.7
https://repo.uum.edu.my/id/eprint/29467/
https://e-journal.uum.edu.my/index.php/mjli/article/view/mjli2017.14.1.7
https://doi.org/10.32890/mjli2017.14.1.7
_version_ 1768010689391099904
score 13.244109

Similar Items