Exploring the Interplay of Interpersonal Skills, Gender, Experience, Relationship Skills, Space Utilisation, and Instructional Skills in preschool teachers’ Classroom Management
DOI:
https://doi.org/10.16926/p.2024.33.01Keywords:
Classroom management skill (CMS), Preschool teachersAbstract
Early childhood education requires an effective classroom management plan to create the op-timal learning environment for improved student outcomes. This quantitative study examined the relationship between behavioural skills, classroom management skills (CMS), space CMS, rela-tional CMS, interpersonal CMS, gender, experience, and instructional CMS. The participants were preschool teachers from various schools, and the data collection methods were self-report ques-tionnaires. The research used regression analysis as a method for investigating the connections that existed between the relevant variables. The findings revealed that while gender and relation-ship CMS did not significantly mediate the relationship between instructional CMS and the medi-ating variables (behavioural CMS and space CMS), interpersonal CMS does. The direct effect of gender, experience, and relationship CMS on the mediating variables was insignificant, but that of interpersonal CMS was. The total impact of gender and relationship CMS on instructional CMS was insignificant, but that of experience and interpersonal skills were significant. The mediating variables have a significant positive effect on instructional CMS.
In summary, interpersonal CMS, behavioural CMS, space CMS, and experience positively affect instructional CMS. This study provides empirical proof of the relationships between these param-eters in classroom administration. The study suggests that early year’s educators and school offi-cials should prioritise behaviour control measures interpersonal skills and help students use space creatively. This will improve teaching and classroom management. This study can help educators and administrators create engaging and supportive learning environments.
References
Akın, S., Yıldırım, A., & Goodwin, A.L. (2016). Classroom management through the eyes of elementary teachers in Turkey: A phenomenological study. Educational Sciences: Theory & Practice, 16(3); https://doi.org/10.12738/ estp.2016.3.0376.
Aksoy, P. (2020). The Challenging Behaviors Faced by the Preschool Teachers in Their Classrooms, and the Strategies and Discipline Approaches Used against These Behaviors: The Sample of United States. Participatory Educational Re-search, 7(3), 79–104; https://doi.org/10.17275/per.20.36.7.3.
Alamri, H.R. (2022). A Longitudinal Study of Saudi EFL Teacher Perspectives on Classroom Management Strategies. English Language Teaching, 15(5), 128; https://doi.org/10.5539/elt.v15n5p128.
Alkin-Şahin, S., Guclu, N.T., & Uyar, M.Y. (2022). The predictive relationships be-tween pre-school teachers’ classroom management skills and their thinking supportive behaviours. International Online Journal of Primary Education; https://doi.org/10.55020/iojpe.1158422.
Al-Kindi, N.S., & Al-Mekhlafi, A.M. (2017). The Practice and Challenges of Imple-menting Critical Thinking Skills in Omani Post-basic EFL Classrooms. English Language Teaching, 10(12), 116–116; https://doi.org/10.5539/elt.v10n12p116.
Antonio, R.P. (2020). Developing Students’ Reflective Thinking Skills in a Meta-cognitive and Argument-Driven Learning Environment. International Journal of Research in Education and Science, 6(3), 467–467; https://doi.org/ 10.46328/ijres.v6i3.1096.
Alordiah, C.O. (2023). Mind the gap: exploring effective strategies for conducting gap analysis in educational studies. Journal of Contemporary Issues in Education, 7(1), 1–14.
Alordiah, C.O., & Ossai, J.N. (2023). Enhancing Questionnaire Design: Theoretical Perspectives on Capturing Attitudes and Beliefs in Social Studies Research. International Journal of Innovative Science and Research Technology, 8(10); https://doi.org/10.5281/zenodo.10040292.
Asok, D., Abirami, A.M., Angeline, N., & Lavanya, R. (2016). Active Learning Environment for Achieving Higher-Order Thinking Skills in Engineering Educa-tion; https://doi.org/10.1109/mite.2016.020.
Beaudoin, K., Skočić Mihić, S., & Lončarić, D. (2018). Croatian Preschool Teach-ers’ Self-Perceived Competence in Managing the Challenging Behaviour of Children. Center for Educational Policy Studies Journal, 8(2), 123–138; https://doi.org/10.26529/cepsj.547. Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133; https://doi.org/10.1016/j.build-env.2015.02.013.
Cahyani, B.H. (2017). PERAN pengelolan kelas dalam kemampuan regulasi diri pada siswa selama di kelas. Jurnal Spirits, 3(1), 1; https://doi.org/10.30738/ spirits.v3i1.1121.
Çakiroğlu, N., & Gökoğlu, S. (2019). Development of fire safety behavioural skills via virtual reality. Computers & Education, 133, 56–68; https://doi.org/ 10.1016/j.compedu.2019.01.014.
Castilla, N., Llinares, C., Bravo, J.M., & Blanca, V. (2017). Subjective assessment of university classroom environment. Building and Environment, 122, 72–81; https://doi.org/10.1016/j.buildenv.2017.06.004.
Degol, J.L., & Bachman, H.J. (2015). Preschool teachers’ classroom behavioural socialisation practices and low-income children’s self-regulation skills. Early Childhood Research Quarterly, 31, 89–100; https://doi.org/10.1016/ j.ecresq.2015.01.002.
Escobar, M.R. (2023). Teacher’s Competencies in Teaching Home Economics to the Acquisition of Student’s 21st Century Skills. International Journal of Re-search Publications, 123(1); https://doi.org/10.47119/ijrp1001231420234694.
Egeberg, H., McConney, A., & Price, A. (2020). Teachers’ views on effective class-room management: a mixed-methods investigation in Western Australian high schools. Educational Research for Policy and Practice, 20(2), 107–124; https://doi.org/10.1007/s10671-020-09270-w.
Emmer, E., & Sabornie, E.J. (Eds.). (2014). Handbook of Classroom Management. Routledge.
Ezechinyere, N. K., & Joy, A. (2021). Teachers’ Instructional Skills and Effective Implementation of Inclusive Classroom Practice in Akwa Ibom State. Cross Currents: An International Peer-Reviewed Journal on Humanities & Social Sci-ences, 7(10), 194–200; https://doi.org/10.36344/ccijhss.2021.v07i10.004.
Fernández-García, C.M., Maulana, R., Inda-Caro, M., Helms-Lorenz, M., & García-Pérez, O. (2019, March 11). Student Perceptions of Secondary Ed-ucation Teaching Effectiveness: General Profile, the Role of Personal Factors, and Educational Level. Frontiers in Psychology, 10; https://doi.org/10.3389/ fpsyg.2019.00533.
Gage, N.A., Grasley-Boy, N.M., & MacSuga-Gage, A.S. (2018). Professional de-velopment to increase teacher behavior-specific praise: A single-case design replication. Psychology in the Schools, 55(3), 264–277; https://doi.org/ 10.1002/pits.22106.
Hu, B. Y., Li, Y., Wang, C., Wu, H.-P., & Vitiello, G. (2021). Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis. Early Childhood Research Quarterly, 55, 242–251; https://doi.org/10.1016/j.ecresq.2020.12.001.
Ingersoll, R.M., & Strong, M. (2011, June). The Impact of Induction and Mentor-ing Programs for Beginning Teachers. Review of Educational Research, 81(2), 201–233; https://doi.org/10.3102/0034654311403323.
Keng, S.H. (2020, October). Gender bias and statistical discrimination against fe-male instructors in student evaluations of teaching. Labour Economics, 66, 101889; https://doi.org/10.1016/j.labeco.2020.101889.
Kwok, A. (2017). Relationships Between Instructional Quality and Classroom Management for Beginning Urban Teachers. Educational Researcher, 46(7), 355–365; https://doi.org/10.3102/0013189X17726727.
Laghari, M.A., Siddiqui, A., & Khowaja, Z.K. (2020). E-16 Classroom Management in the Perspective of Teacher’s Preparedness. Al-Aijaz Research Journal of Islamic Studies & Humanities, 4(1), 171–181; https://doi.org/10.53575/ e16.v4.01.171-181.
Mahvar, T., Farahani, M.A., & Aryankhesal, A. (2018). Conflict management strategies in coping with students’ disruptive behaviours in the classroom: Systematised review. Journal of Advances in Medical Education & Profes-sionalism, 6(3), 102.
Marder, J., Thiel, F., & Göllner, R. (2023). Classroom management and students’ mathematics achievement: The role of students’ disruptive behaviour and teacher classroom management. Learning and Instruction, 86, 101746; https://doi.org/10.1016/j.learninstruc.2023.101746.
Martin, A.J., & Collie, R.J. (2019). Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive rela-tionships with teachers matter? Journal of Educational Psychology, 111(5), 861–876; https://doi.org/10.1037/edu0000317.
Massetti, G.M., & Bracken, S.S. (2010). Classroom academic and social context: relationships among emergent literacy, behavioural functioning and teacher curriculum goals in kindergarten. Early Child Development and Care; https://doi.org/10.1080/03004430801917401.
Mohd Said, N.S., Md Khlapiah, N.S., Omar Ali, S.R., Mat, K.A., & Mansor, F.A. (2021). The Relationship Between Planning and Preparation, Classroom En-vironment, Soft Skills and Teaching Effectiveness at Dungun Secondary Schools. Jurnal Intelek, 16(1), 62–66; https://doi.org/10.24191/ji.v16i1.364.
Pansiri, N.O. (2008). Instructional Leadership for Quality Learning. Educational Management Administration & Leadership, 36(4), 471–494; https://doi.org/ 10.1177/1741143208095789.
Paramita, P.P., Anderson, A., & Sharma, U. (2020). Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature. Aus-tralian Journal of Teacher Education, 45(1), 61–81; https://doi.org/ 10.14221/ajte.2020v45n1.5.
Parkash, V. (2017). Influences of Teacher Professional Development on Student Outcomes & Efficacy. Educational Quest: An International Journal of Educa-tion and Applied Social Sciences, 8(1), 47–47; https://doi.org/10.5958/ 2230-7311.2017.00009.5.
Pitchford, N.J., Chigeda, A., & Hubber, P.J. (2019). Interactive apps prevent gen-der discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa. Developmental Science, e12864; https://doi.org/10.1111/ desc.12864.
Poulou, M. S. (2020). Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being. School Psychology International, 41(6), 499–521; https://doi.org/10.1177/ 0143034320951911.
Sarfo, F.K., Amankwah, F., Sam, F.K., & Konin, D. (2015). Teachers’ Self-efficacy Beliefs: The Relationship between Gender and Instructional Strategies, Classroom Management and Student Engagement. Ghana Journal of Develop-ment Studies, 12(1–2), 19–19; https://doi.org/10.4314/gjds.v12i1-2.2.
Schwab, Y., & Elias, M.J. (2014). From Compliance to Responsibility: Social-Emo-tional Learning and Classroom Management. In: C.M. Evertson, C.S. Weinstein (eds.), Handbook of Classroom Management (pp. 104–125). New York: Routledge; https://doi.org/10.4324/9780203074114-12.
Vandenbroucke, L., Spilt, J., Verschueren, K., Piccinin, C., & Baeyens, D. (2017). The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Chil-dren’s Executive Functions. Review of Educational Research, 88(1), 125–164; https://doi.org/10.3102/0034654317743200.
Varank, I., & Ilhan, S. (2013). The Effects of Teachers’ Educational Technology Skills on Their Classroom Management Skills. Mevlana International Journal of Education, 3(4), 138–146; https://doi.org/10.13054/mije.13.60.3.4.
Wang, M.T., & Holcombe, R. (2010). Adolescents’ Perceptions of School Environ-ment, Engagement, and Academic Achievement in Middle School. American Educational Research Journal, 47(3), 633–662; https://doi.org/10.3102/ 0002831209361209.
Yilmaz, R.M., Kucuk, S., & Goktas, Y. (2016). Are augmented reality picture books magic or real for preschool children aged five to six? British Journal of Edu-cational Technology, 48(3), 824–841; https://doi.org/10.1111/bjet.12452.
Yusnita, Y., Eriyanti, F., Engkizar, E., Anwar, F., Putri, N.E., Arifin, Z., & Syafril, S. (2018, December 28). The Effect of Professional Education and Training for Teachers (PLPG) in Improving Pedagogic Competence and Teacher Perfor-mance. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(2), 123; https://doi.org/10.24042/tadris.v3i2.2701.
Zulkifli, A.S., Sulaiman, N.F., & Mohamed, S. (2019). Pre-Service Teachers Knowledge of Classroom Management. Creative Education, 10(12), 2548–2554; https://doi.org/10.4236/ce.2019.1012182.
