European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.58516
Volume 2│Issue 1│2016
EFL TEACHER’S ATTITUDES AND BELIEFS REGARDING
CLASSROOM MANAGEMENT STYLE: THE CASE OF GENDER AND
TEACHING EXPERIENCES
Mostafa Saeedi
MA at TEFL, Ilam University, Iran
Abstract:
Classroom management is one of the main areas of concern expressed by educators at
all levels. The purposes of this study were to examine whether there is any significant
difference between inexperienced and experienced EFL teachers regarding their
classroom management, and also this study investigated whether there is any
significant difference between males and females EFL teachers in terms of classroom
management. One hundred and eighty four teachers completed Behaviour and
Instructional Management Scale (BIMS) (Martin & Sass, 2010). The findings showed
statistically significant difference between the mean scores of inexperienced and
experienced EFL teachers regarding their classroom management. Experienced EFL
teachers were found to be more controlling (interventionist) on both behaviour and
instructional management subtests. The findings also demonstrated that there was
statistically significant difference between male and female EFL teachers in terms of
classroom management, which is that male EFL teachers were more interventionist than
their female counterparts on two subtests of the BIMS Inventory.
Keywords: classroom management, behaviour and instructional management,
interventionist experienced teachers, inexperienced teachers
Introduction
For decades, different definitions of classroom management have been emerged. Karp
described her philosophy of classroom management in this way In a classroom,
the students have the right to learn safely and with dignity, just as the teacher has the right to
teach safely and with dignity
p.
. “ccording to Foutz
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
classroom management
58
Mostafa Saeedi EFL TEACHER’S ATTITUDES AND BELIEFS REGARDING CLASSROOM MANAGEMENT STYLE: THE CASE
OF GENDER AND TEACHING EXPERIENCES
should be used to meet both the students’ and the teacher’s needs. Classroom
management was also defined as the teacher efforts to oversee classroom activities,
consisting of learning, social interaction, and student behavior (Burden, 2005; Good &
Brophy, 2006). In line with previous researchers, Doyle (2006) says that classroom
management revolves around teachers’ and students’ attitudes and actions that
influence students’ behaviors in the classroom. ”rophy
also defines classroom
management as a teacher’s efforts to establish and maintain the classroom as an
effective environment for teaching and learning. However, Savage and Savage (2009)
define classroom management as
a) the prevention of problems;
b) responses when problems do occur.
In this definition, the major focus is on prevention of problems because one of
the key variables in successful classroom management is an emphasis on preventative,
rather than reactive, management techniques as shown by other researchers (Emmer &
Stough, 2001). The value of classroom management knowledge, regardless of different
definitions, for teachers has been supported through research literature (Brophy &
Evertson, 1976; Shinn, Walker, & Stoner, 2002; Wang, Haertel, & Walberg, 1993) and
classroom management strategies have been referred to as the most valuable skills set a
teacher can have
Landau,
,p. .
Concerning the importance of the classroom management, some researchers
considered classroom management as the most important factor, even above student
aptitude, affecting student learning (Wang, Haertel & Walberg, 1994). Research findings
also continuously have shown that one of the keys to success in teaching is the teacher's
ability to manage the classroom and to organize instruction (Brophy, 1988; Cakmak,
2008; Emmer, Evertson, & Worsham, 2000). In this regard, experience is very important.
As Bosch (2006) says, classroom management is not just an endowed gift though it is
true that some teachers can easily adapt techniques but many skills of classroom
management can be achieved by training and experiencing in the field. Referring to this
point, Fideler and Haskelhorn (1999) reported that the most significant barriers to
professional success are poor classroom management (82%) and disruptive students
(57%). Research in the area of classroom management shows that 15% of all beginning
teachers leave teaching by the end of the first year, 33% off all teachers leave their
professions in the first three year of teaching, 50% within the five (National
Commission on Teaching and Americaʼs Future, 2003). To sum up, classroom
management problems was listed as a significant factor influencing their decision to
leave their profession (Jones, 2006; Wang, Haertel & Walberg, 1994). Experienced
teachers are able to manage the classroom settings and to deal effectively with the most
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Mostafa Saeedi EFL TEACHER’S ATTITUDES AND BELIEFS REGARDING CLASSROOM MANAGEMENT STYLE: THE CASE
OF GENDER AND TEACHING EXPERIENCES
salient aspects of a classroom-unpredictability (Doyle, 1986).To compare with
inexperienced teachers, experienced teachers are more flexible and adaptable (Kerrins &
Cushing, 2000) and tend to less hesitation. Some researchers claim that it takes between
four and seven years of experience for an individual to become a competent teacher
(Carter & Doyle, 1995; Gonzalez & Carter, 1996; Varrella, 2000).
Theoretical framework
To explain teacher beliefs regarding child development, a framework was developed by
Glickman and Tamashiro (1980) and Wolfgang (1995). They hypothesized a continuum
consisting of three approaches to teacher-student interaction: noninterventionist,
interventionist, and interactionalist. While teachers may demonstrate characteristics of
each category in different situations, they are likely to use one approach more often
than others (Wolfgang, 1995).The noninterventionists assume that the child has an inner
drive that needs to find its expression in the real world (Wolfgang, 2005).
In non-interventionists students should be allowed to exert significant influence
in the classroom and teachers should be less involved in adjusting student behaviours
(Ritter & Hancock, 2007). Teachers adhering to the non-interventionist orientation are
considered student-oriented and tend to employ tactics considered to use minimal
teacher power (Witcher et al, 2008). Children are seen to have an inner potential, and
opportunities to make decisions that enable personal growth (Burden, 1995).On the
other end of this continuum are interventionist, those who are considered to be teacheroriented and tend to take control of the situation by implementing immediate
disciplinary tactic to control the behaviour (Witheret al., 2008). Interventionists believe
that using teacher-generated rewards and punishments cause students learn
appropriate behaviours (Ritter & Hancock 2007).
Between these two extremes are interactionalists that focus on the individuals to
modify the external environment, as well as on the environment to shape the
individuals. Interactionalists employ some of the same techniques as noninterventionists and Interventionists and try to find solutions satisfactory to both
teacher and students (Glasser, 1986).
Although there is a lot of research on certain parts of the curriculum such as
methodology and teaching materials, the issue of classroom management in English
classes has been taken for granted. So, the present study seeks answers to the following
questions:
1. Are experienced EFL teachers significantly different from inexperienced EFL
teachers regarding their classroom management?
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Mostafa Saeedi EFL TEACHER’S ATTITUDES AND BELIEFS REGARDING CLASSROOM MANAGEMENT STYLE: THE CASE
OF GENDER AND TEACHING EXPERIENCES
2. Are male EFL teachers significantly different from female EFL teachers regarding
their classroom management?
Method
Participants
One hundred and eighty four EFL teachers participated in this study. The sample were
selected through stratified random sampling based on Krejcie and Morgan’s
formula with confidence level of 95% (margin of error = 5%) among 293 English
teachers who worked in Izeh, Iran. Of the sample 184 (50.3%) were female and 116
(49.7%) were male teachers.
In this study, seven years of teaching experience were chosen as the cut-off point
for dividing inexperienced teachers and experienced teachers (Carter & Doyle, 1995;
Gonzalez & Carter, 1996; Varrella, 2000). Participants’ demographics are provided in
Table 1.
Table 1: Demographics of study participants
Groups: Based on
Age
Gender
Years of Teaching Experience
_________________________________N____________M___________F____________M_________
Group 1: 0-7 years
92
24.2
48.2%
51.8%
Group 2: 7-more
92
29.28
52.23%
47.77%
All participants
184
34.766
50.3%
49.7%
Instrument
Two instruments were used in order to gather data for this study: a personal
information questionnaire to make a profile of demographic variables and Behaviour
and Instructional Management Scale (BIMS).
Personal information questionnaire
In order to make a profile of demographic variables including, gender, age, teaching
experience, a personal information questionnaire was used.
Behaviour and Instructional Management Scale (BIMS)
Martin, Yin, and Baldwin (1998) developed the Attitudes and Beliefs on Classroom
Control (ABCC) Inventory and later improved and renamed it as Behaviour and
Instructional Management Scale (BIMS) (Martin& Sass, 2010). Classroom management,
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Mostafa Saeedi EFL TEACHER’S ATTITUDES AND BELIEFS REGARDING CLASSROOM MANAGEMENT STYLE: THE CASE
OF GENDER AND TEACHING EXPERIENCES
based on BIMS, consists of two dimensions: instructional management (IM), and
behaviour management (BM).
Instructional management consists of classroom life such as establishing daily
procedures, allocating materials, and monitoring students' independent work (Martin &
Sass, 2010). Well-planned lessons help to prevent off-task behaviours. The manner in
which tasks are managed contributes to the general classroom atmosphere and
classroom management style (Burden, 1995; Weinstein & Mignano, 1993). Behaviour
management consists of setting rules, establishing a reward structure, and providing
opportunities for student input to prevent misbehaviour rather than a reaction to
misbehaviour (Martin & Sass, 2010). The high scores in BIMS Inventory indicate the
more controlling and the more interventionist approach and the lower scores are
indicative of a less controlling ideology.
Based on some information received from the original authors there are two
versions of this inventory: the complete version consists of 24 items (12 for IM & 12 for
BM) and a short version that consists of a total of 12 items (6 for IM & 6 for BM). As the
original authors recommend the full version of the inventory was used in this study.
Respondents indicate on a 6-point, Likert-type scale (strongly agree, agree, slightly
agree, slightly disagree, disagree, strongly disagree), how well each item describes their
beliefs concerning classroom management.
In order to be applied in Iranian context, the BIMS inventory was translated and
received feedback from experts; expert judgments.it was piloted for checking internal
consistency, reliability. To assess the reliability of the ”IMS Inventory Cronbach's α
coefficient was run and turned out to be .76.
Procedure
Using both e-mailing and giving each EFL teachers a final copy of BIMS inventory, the
data of this study were collected. The time the teachers spent answering the
questionnaire was about 15minutes. The procedure of gathering data almost lasted for
one month.
Data analysis
To answer the research questions, the mean scores of the participants in BIMS Inventory
were analysed by an independent sample T-test. The statistical package for social
sciences (SPSS), 21th version of this software was used in this respect.
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Mostafa Saeedi EFL TEACHER’S ATTITUDES AND BELIEFS REGARDING CLASSROOM MANAGEMENT STYLE: THE CASE
OF GENDER AND TEACHING EXPERIENCES
Results
This study sought the differences in EFL teachers’ attitudes and beliefs regarding
classroom management style between experienced and inexperienced EFL teachers, and
male and female EFL teachers. Table 2 summarizes the results of the descriptive
statistics and independent sample t-test in each of the subtests of BIMS Inventory.
Table 2: Comparison of the mean scores of inexperienced and experienced teachers on BIMS
dimensions
Teachers
Inexperienced
Experienced
t
Instructional
M = 16.04
M = 60
-34.1*
Management
SD = 6.95
SD = 10.21
182
Behaviour
M = 19.02
M = 58.41
-31.08*
Management
SD = 8.04
SD = 14.1
182
BIMS Dimensions
df
Sig(2-tailed) Effect sizea
.000
.86
.000
.84
*p< .05
a
Eta squared
As shown in Table 2, an independent t-test was performed to compare the mean scores
of inexperienced and experienced EFL teachers on BIMS Inventory. There was a
statistically significant difference between the mean scores of inexperienced (M = 16.04,
SD = 6.95) and experienced (M = 60, SD = 10.21) EFL teachers on instructional
management subtest of BIMS Inventory regarding their classroom management,(t
(182)=-34.1, p =.000< .05). Also on behaviour management subtest of BIMS Inventory a
statistically significant difference was found between the mean scores of inexperienced
(M = 19.02, SD = 8.04) and experienced (M = 58.41, SD = 14.1) EFL teachers, (t (182) =31.08, p=.000< .05). Taken together these results suggest that there is a statistically
significant difference between inexperienced and experienced EFL teachers regarding
their classroom management. Taking the eta squared value of .86 and .84 respectively
for instructional and behaviour management subtests of BIMS Inventory into
consideration it can be concluded that the magnitude of the difference in the mean score
of inexperienced and experienced EFL teachers regarding their classroom management
is very large.
The second research question of this study focused on the difference between
male and female EFL teachers regarding the classroom management. To answer this
research question an independent sample t-test was conducted the results of this test
and the descriptive statistics were presented in Table 3. There was a statistically
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Mostafa Saeedi EFL TEACHER’S ATTITUDES AND BELIEFS REGARDING CLASSROOM MANAGEMENT STYLE: THE CASE
OF GENDER AND TEACHING EXPERIENCES
significant difference in the mean scores of male EFL teachers (M = 42.65, SD = 26.64)
and female teachers (M = 33.39, SD = 19.01; t (182) =3.95, p = .000< .05) on instructional
management subtest of BIMS Inventory. There was also a statistically significant
difference was found between the mean scores of male EFL teachers (M = 40.51, SD =
27.43) and female EFL teachers (M = 37.12, SD = 21.14; t (182) = 2.89, p = .008< .05) on
behavior management subtest of BIMS Inventory. Given our eta squared value of .07
and .06 respectively for instructional and behaviour management subtests of BIMS
Inventory it can be concluded that the difference in the mean scores of male EFL
teachers and female EFL teachers in terms of classroom management is moderate.
Table 3: Comparison of the mean scores of male and female teachers on BIMS subtests
Male
Female
Instructional
M = 42.65
M = 33.39
Management
SD=26.64
SD=19.01
Behaviour
M = 40.51
M = 37.12
Management
SD= 27.43
SD= 21.14
t
df
Sig(2-tailed) Effect sizea
3.95*
182
.000
.07
3.53*
182
.008
.06
*p< .05
a
Eta squared
Discussions
As the high score indicates the more controlling and the more interventionist approach
and lower score are indicative of a less controlling ideology, based on BIMS these
results suggest that as the teacher become more experienced, they are found to be more
controlling (interventionist). As Table 2 indicates, there was a significant difference
between the mean scores of inexperienced and experienced teachers on behaviour and
instructional management Inventory. That is the years of experience have significant
effect on teachers’ beliefs and attitudes regarding their classroom management. It
means that none of the groups seems to support the student oriented management style
and give permission to the students to have maximum control, or to have the main
responsibility of developing their own rules. These findings are in line with the
previous studies of Martin and Baldwin (1993), Swanson, O'Connor, and Cooney (1990),
and Bailey and Johnson (1999) but in contrast with the findings of the study of Rahimia
and “sadollahia
claiming that teachers’ classroom management orientations
were not related to their experiences.
Table 3 compares the mean scores of male and female EFL teachers on BIMS
subtests, and as it can be seen the mean scores of male EFL teachers were bigger than
the mean scores of the female teachers on both two subtests of the BIMS Inventory, so
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Mostafa Saeedi EFL TEACHER’S ATTITUDES AND BELIEFS REGARDING CLASSROOM MANAGEMENT STYLE: THE CASE
OF GENDER AND TEACHING EXPERIENCES
they scored more interventionist than their female counterparts on two dimensions of
the BIMS Inventory. Taken together, it can be concluded that there is a significant
difference between the mean score of male and female’s EFL teachers in terms of
classroom management. These findings support the previous findings of Nancy and Yin
(1997) study that revealed males scored significantly higher than females on both the
instructional management and behavior management but in contrast with the findings
of Ünal and Ünal (2012) results that indicated there were no significant differences
between male and female teachers on their classroom management beliefs on behaviour
and management scale. As it can be seen the results of this study are in contrast with
the results of Ünal and Ünal (2012) results.
Implications of the study
Classroom management is considered one of the most challenging and widespread
problems in education (Johns, MacNaughton, & Karabinus, 1989; Long & Frye, 1989;
Willower, Eidell, & Hoy, 1967).Therefore, the teachers can benefit the results of this
study to understand the concerns of both beginning and experienced teachers.
Understanding these results should lead to changes in better understanding of EFL
classroom management and enhancing in teaching, better assistance during their
beginning years of teaching, EFL teacher education programs can use the experience of
EFL teachers, the improved professional development for EFL teachers at all experience
levels, and better preparation of teachers. Such findings can also help EFL teacher
educators in revising their programs.
Using the findings of this study, EFL teacher education programs in Iran can
improve their educations and training more influential EFL teachers.
Conclusion
The primary goals of this study were to examine whether there is any significant
difference between the mean scores of inexperienced and experienced teachers
regarding their classroom management also this study investigated whether there is
any significant difference between the mean scores of male and female in terms of
classroom management. The results indicated that there was a significant difference
between the mean scores of inexperienced and experienced teachers regarding
classroom management. The findings of this study revealed that experienced teachers
are more likely to prefer to be in control in their classrooms than inexperienced teachers
while interacting with students. In other words, as the teachers become more
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OF GENDER AND TEACHING EXPERIENCES
experienced they are found to be more controlling (interventionist) on both behaviour
and instructional management subtests. Based on the results it can be concluded that
the years of experiences have significant effect on teachers’ beliefs and attitudes. The
findings of this study have also shown that, there was a statistically significant
difference between the mean scores of males and females in terms of classroom
management. Male teachers were more interventionist than their female counterparts
on two sub-scales of the BIMS Inventory were.
Still there are some questions remained unanswered. Investigating the
relationship between classroom management and the educational level, investigating
the match between teachers' beliefs about classroom management styles and their
behaviours in the classroom are fruitful areas for future research.
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