Effective classroom managment, primary education teachers' point of view: (Master thesis)

Σουρβίνου, Αλεξάνδρα/ Sourvinou, Alexandra

Classroom management constitutes an issue, which has gained great value and importance as time passes in the field of education. The reason is that, first of all, classroom management is one of the biggest problems that new in-service teachers have to encounter and secondly, there are only a few educators who are dealing with this issue. Thirdly, classroom management is a minor matter in teacher educating programs. Throughout all these, a question is rising: What makes classroom management effective? Due to those reasons, this study aims to investigate theoretically and empirically the views and the attitudes of teachers of elementary schools concerning effective classroom management. Regarding the theoretical part of this study, there is a reference to the concept of “classroom management”. Then, there is an attempt to find the factors that contribute to a successful classroom management as well as to find strategies which substantially help teachers to implement those factors successfully. Lastly, there is a presentation of the views and the attitudes of teachers as they have been outlined by other relevant studies until today. With regard to the empirical investigation of the subject, we describe the gathering, the analysis and the interpretation of the data, which were selected from 127 in-service teachers of elementary schools of the city of Corfu with the questionnaire as research tool. To be more specific, we explored the following: a) the importance of classroom management to the teachers, b) teachers’ views concerning the prism through which they deal with classroom management, c) teachers’ views concerning the factors that contribute to an effective classroom management, d) the frequency in which teachers implement specific classroom management strategies, e) teachers’ satisfaction from the way they manage their classroom, f) the principal’s influence on the way teachers manage their classroom and g) the sources that influence the way teachers manage their classroom. Through the findings of the present study, there is an indication that classroom management is an essential part of the educational process for the teachers of elementary schools. They believe that the discussion between the teacher and their students helps the second to be more responsible as far as school responsibilities are concerned. This view represents a classroom management approach that is defined by a medium degree of intervention by the teacher. They, also, claim that the most important factor that contributes to a more successful classroom management is the teacher’s personality and more specifically, the respect and the concern that the teacher shows to their students. According to this view, the strategy that teachers use the most frequently to manage their classroom effectively is that they prefer to show their concern to their students. Obviously, there is a correspondence between the views and the attitudes of teachers concerning effective classroom management, from which they seem to derive a rewarding amount of satisfaction. All those classroom management strategies they implement are their own, even if the principal provides them with specific guiding lines, and they are the result of their own experience
Alternative title / Subtitle: Θεωρητική και εμπειρική προσέγγιση
Theoretical and empirical approach
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: Classroom management
Keywords: Διαχείριση σχολικής τάξης,Εκπαιδευτικός,Σχολική τάξη,Classroom management,Teacher,Classroom
URI: https://repo.lib.duth.gr/jspui/handle/123456789/10442
http://dx.doi.org/10.26257/heal.duth.1690
http://dx.doi.org/10.26257/heal.duth.1690
Appears in Collections:ΚΑΤΕΥΘΥΝΣΗ ΣΧΟΛΙΚΗ ΠΑΙΔΑΓΩΓΙΚΗ ΚΑΙ ΔΙΑΦΟΡΕΤΙΚΟΤΗΤΑ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ (ΔΙΑΠΟΛΙΤΙΣΜΙΚΗ ΑΓΩΓΗ, ΕΙΔΙΚΗ ΑΓΩΓΗ)

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https://repo.lib.duth.gr/jspui/handle/123456789/10442
http://dx.doi.org/10.26257/heal.duth.1690
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