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Teachers' views on classroom management and the implementation of rules in kindergarten (Master thesis)

Γαβριήλ, Βασιλική/ Gavriil, Vasiliki/ Στελέχη Εκπαίδευσης στις Επιστήμες της Αγωγής/ Educational Leadership, Management and Administration

The present master’s thesis investigates preschool teachers’ views on classroom management and the implementation of rules in kindergarten settings, highlighting their importance for the creation of a positive and supportive learning environment. Classroom management constitutes a fundamental component of the educational process as it directly influences student’s behavior, the quality of pedagogical interactions, and their emotional security within the classroom. Particularly in early childhood education, effective classroom management is closely related to the development of social and emotional skills, such as self-regulation, cooperation, and conflict resolution. The theoretical part of the study presents key concepts and approaches to classroom management, factors affecting children’s behavior as well as major theories and models of behavior management with special emphasis on the concept of discipline, the establishment and institutionalization of classroom rules, and the active participation of children in their formulation. Moreover, the role of the preschool teacher as a behavioral model and facilitator of group dynamics is also thoroughly examined. The empirical part of the study adopts a qualitative research approach and was conducted through interviews with preschool teachers aiming to explore their perceptions, practices, and the challenges they face in managing classroom behavior and implementing rules in kindergarten. The research findings highlight the importance of prevention, stability and consistency in the application of rules, as well as the active participation of students, while the need for systematic training of teachers in classroom management issues is also highlighted.