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  1. Sagaing University of Education
  1. Sagaing University of Education
  2. Department of Educational Theory

Investigating Classroom Management Approaches of Teachers at Selected Basic Education High Schools

http://hdl.handle.net/20.500.12678/0000005472
http://hdl.handle.net/20.500.12678/0000005472
d306d481-acac-413a-b80a-b627f299e74e
97629fa2-6f21-4d2c-b52d-52dcece7ae4e
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42. 42. Daw Saw Sandar Win Htut 26th SUOE(417-428).pdf (459 Kb)
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Publication type
Journal article
Upload type
Publication
Title
Title Investigating Classroom Management Approaches of Teachers at Selected Basic Education High Schools
Language en
Publication date 2020-01-01
Authors
Saw Sandar Win Htut
Myint Myint Than
Description
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.
Keywords
Pilot test, classroom management approaches
Journal articles
2
Research Journal of 26th Anniversary of Sagaing University of Education
417-428
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