2026-05-01T16:05:45Z https://meral.edu.mm/oai

oai:meral.edu.mm:recid/5472 2021-12-13T02:42:27Z 1582963692413 1582963692413:1597762155377 user-suoe

Investigating Classroom Management Approaches of Teachers at Selected Basic Education High Schools Saw Sandar Win Htut Myint Myint Than This study focused on investigating the classroom management approaches of teachers. The pilot test was participated by 82 teachers from selected Basic Education High School in Chan Mya Thar Zi Township. There were 453 teachers from the six selected schools in that township. In this study, quantitative research method was mainly used to collect data. The study was conducted by the use of two Questionnaire for principals and teachers, namely Questionnaire for principals and Questionnaire for teachers. In order to collect the general information of selected schools and demographic information of principals, Questionnaire for principals was used. In Questionnaire for Teachers, Classroom Management Inventory developed by Yasar (2008) was mainly used to investigate the classroom management approaches of teachers from selected high schools. It consists of two dimensions of classroom management approaches of teachers: Teacher-Centered and Student-Centered Classroom Management Approaches. Descriptive statistics, the independent sample t-test, One-way analysis of variance (ANOVA), and Post-Hoc Turkey Tests were used to investigate the classroom management approaches of teachers and to find out the differences between the various independent variables. The results of the study indicated that the mean value of Teacher-Centered Classroom Management Approach was (X ̅ =3.25) and the mean value of Student-Centered Classroom Management Approach was (X ̅ =3.58). So, the teachers prefer to use Student-Centered Classroom Management Approach rather than Teacher-Centered Classroom Management Approach. But, the significant differences were not found in classroom management approaches of teachers with respect to gender, positions, years of teaching experiences, and the average number of students in their classes. Finally, suggestions and recommendations for the classroom management approaches of teachers were discussed. 2020-01-01 http://hdl.handle.net/20.500.12678/0000005472 https://meral.edu.mm/records/5472