RELATIONSHIP BETWEEN TEACHER SELF-EFFICACY AND CLASSROOM MANAGEMENT STYLES IN BASIC EDUCATION HIGH SCHOOLS
Abstract
- The research aimed to study the levels of teacher self-efficacy, the variations of the levels of teacher self-efficacy grouped by age, teaching service, academic qualification, position, teaching subjects, marital status and school, to study the classroom management styles that the teacher mostly used and the relationship between the teacher self-efficacy and classroom management styles. From the selected seven Basic Education High Schools in Mingalardon Township, 82 senior teachers, 102 junior teachers and 48 primary teachers participated in this study by using proportional stratified sampling method. The study was based on two dimensions of self-efficacy (personal teaching efficacy and general teaching efficacy) and three types of classroom management styles (noninterventionist, interactionist and interventionist). In this study, the levels of teacher self-efficacy and classroom management styles were determined by the mean values responses to the questionnaire items. The reliability coefficients (Cronbach’s alpha) of the instrument were 0.73 for self-efficacy and 0.77 for classroom management styles. For qualitative methodology, open-ended questions and partially structured interview were conducted. Descriptive statistics, Independent Samples t-Test, One-way ANOVA, Tukey post-hoc mean comparison and Pearson correlation were used to analyze the data. According to findings, the levels of teachers’ overall self-efficacy were moderately high and among two dimensions, personal teaching efficacy had higher mean values than general teaching efficacy. There were no significant differences in overall self-efficacy of teachers grouped by age, teaching service, educational qualification, teaching subject and marital status. There were significant differences in overall self-efficacy of teachers grouped by position (between junior and senior teachers) and school (between school C and E). The type of classroom management style that was mostly used by teachers was noninterventionist style. There were no significant differences in classroom management styles grouped by age but there were significant differences in interventionist style grouped by service. Married teachers used interactionist style more than single teachers and there were significant differences between School E and School A, C in this style. There were also significant differences in classroom management styles grouped by educational qualification and position. There was positively weak correlation between teachers’ overall self-efficacy and all styles of classroom management.
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Year
- 2020
Author
-
Soe Khant Lin
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)