Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 8 Sayı: 3, 893 - 904, 15.07.2019
https://doi.org/10.12973/eu-jer.8.3.893

Öz

Kaynakça

  • Ahmad, S., Ch, A. H., Ayub, A., Zaheer, M., & Batool, A. (2017). Relationship of Classroom Management Strategies with Academic Performance of Students at College Level. Bulletin of Education & Research, 39(2), 239-249.
  • Ali, Y. A., & Badah, A. M. (2014). Dominant management styles of the classrooms by the faculty members in alia university college. Journal of Education and Practice, 5(21), 176,183.
  • Alkan, H. B. (2007). Ilkogretim ogretmenlerinin istenmeyen davranislarla bas etme yontemleri ve okulda siddet [The primary school teachers' methods to cope with misbehaviors and violence at schools] (Unpublished master’s thesis), University of Nigde, Nigde, Turkey.
  • Andabai, P. W., & Basuo, B. K. (2013). Teacher’s personality and classroom management of tertiary institutions in Nigeria: The issues and perspectives. Journal of Educational and Social Research, 3(6), 113-118. doi: 10.5901/jesr.2013.v3n6p113
  • Antonechia, D. (1983). Classroom conflict management and secondary teacher, job satisfaction. Dissertation Abstract International, 44(11), 23-26.
  • Bassey, B. A. (2012). A wider view of classroom management. Uyo, Nigeria: Ekong Publishing House.
  • Bowlby, J. (1982). Attachment and loss: Retrospect and prospect. American journal of Orthopsychiatry, 52(4), 664-678. doi: 10.1111/j.1939-0025.1982.tb01456.x
  • Boynton, M., & Boynton, C. (2005). The educator's guide to preventing and solving discipline problems. Alexandra, VA: ASCD.
  • Catt, S., Miller, D., & Schallenkamp, K. (2007). You are the key: Communicate for learning effectiveness. Education, 127(3), 369-377.
  • Cakir, S. G. (2015). Authoritative approach and student empowerment among university students. Procedia-Social and Behavioral Sciences, 186, 151-154.
  • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
  • Creasey, G., Jarvis, P., & Knapcik, E. (2009). A measure to assess student-instructor relationships. International Journal for the Scholarship of Teaching and Learning, 3(2), 1-10. https://doi.org/10.20429/ijsotl.2009.030214
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British educational research journal, 32(4), 601-616. doi: 10.1080/01411920600775316
  • De Ocampo-Acero, V. C., Sanchez-Javier, E. J., & Ocampo-Castro, H. C. (2015). Principles of Teaching I. Metro Manila, Philippines: Rex Book Store Inc.
  • De Wit, D. J., Karioja, K., & Rye, B. J. (2010). Student perceptions of diminished teacher and classmate support following the transition to high school: Are they related to declining attendance?. School Effectiveness and School Improvement, 21(4), 451-472. doi: 10.1080/09243453.2010.532010
  • Department of Special Education- Indiana University (n.d.). Classroom Management Style Inventory. Retrieved from http://www.pent.ca.gov/pos/cl/es/classroommanagementstyle.pdf
  • Djigic, G., & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia-Social and Behavioral Sciences, 29, 819-828. doi: 10.1016/j.sbspro.2011.11.310
  • Ekere, O. S. (2006). Concept of disruptive behaviour among students in public secondary schools. Uyo, Nigeria: Ekpeyong Publishers.
  • Gehlbach, H., Brinkworth, M. E., & Harris, A. D. (2012). Changes in teacher–student relationships. British Journal of Educational Psychology, 82(4), 690-704. doi: 10.1111/j.2044-8279.2011.02058.x
  • Glasser, W. (1998). Choice theory: A new psychology of personal freedom. Newyork, NY: HarperCollins.
  • Hairston M. T., (2013). Perceptions of student-teacher relationships and GED completion: A correlational study (Unpublished doctoral dissertation). Liberty University, VA, USA.
  • Kennedy, B. L. (2008). Educating students with insecure attachment histories: Toward an interdisciplinary theoretical framework. Pastoral Care in Education, 26(4), 211-230. doi: 10.1080/02643940802472148
  • Koles, B., O'Connor, E. E., & Collins, B. A. (2013). Associations between child and teacher characteristics and quality of teacher–child relationships: the case of Hungary. European Early Childhood Education Research Journal, 21(1), 53-76. doi: 10.1080/1350293X.2012.760337
  • Levin, J., & Nolan, J. F. (2013). Principles of classroom management: A professional decision-making model (7th ed.). Upper Saddle River, NJ: Pearson.
  • Lew, W. J. F (1977). Teaching and teacher personality. Education Journal, 6, 9-20.
  • Lewis, R., Romi, S., Katz, Y. J., & Qui, X. (2008). Students’ reaction to classroom discipline in Australia, Israel, and China. Teaching and Teacher Education, 24, 715-724.
  • Magulod, G. C. (2017). Personal epistemologies and teaching styles of Filipino preservice elementary teachers: Implications to teacher education preparation program. Asia Pacific Journal of Multidisciplinary Research, 5(1), 31-40.
  • Martin, N. K., & Shoho, A. R. (1999, April). Beliefs regarding classroom management style: differences between traditional and alternative certification teachers. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Quebec, Canada. Retrieved from https://files.eric.ed.gov/fulltext/ED432544.pdf
  • McCormick, M. P., O'Connor, E. E., Cappella, E., & McClowry, S. G. (2013). Teacher–child relationships and academic achievement: A multilevel propensity score model approach. Journal of school psychology, 51(5), 611-624. doi: 10.1016/j.jsp.2013.05.001
  • Moore, D. W. (2008). Classroom organizational structures as related to student achievement in upper elementary grades in northeast tennessee public schools (Unpublished doctoral dissertation). East Tennessee State University, Johnson City, TN, USA.
  • Morrison, K. A. (2008). Democratic classrooms: Promises and challenges of student voice and choice, part one. Educational Horizons, 87(1), 50-60.
  • Murray, C., & Murray, K. M. (2004). Child level correlates of teacher–student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations. Psychology in the Schools, 41(7), 751-762. doi: 10.1002/pits.20015
  • Nicholas, A. A. (2007). Classroom climate and students’ behaviour. Kaduna, Nigeria: Bill Graphics and Press.
  • Osakwe, R. N. (2014). Classroom management: A tool for achieving quality secondary school education in Nigeria. International Journal of Education, 6(2), 58-68. doi :10.5296/ije.v6i2.5616
  • Pandit, P. (2017). Effect of classroom management skills as a parameter of personality development module on teacher effectiveness of teacher trainees in relation to internal locus of control. International Journal of Advanced Educational Research, 2(6), 291-294.
  • Sunday-Piaro, M. (2018). Classroom management and students’ academic performance in public secondary schools in rivers state. International Journal of Scientific Research in Education, 11(5), 940-963.
  • Platt, A., R. (2010). Efficiency of class meetings in elementary schools (Unpublished master’s thesis). California State University, Sacramento, USA.
  • Robbins, S. P., Judge, T. A. & Sanghi, S. (2007). Organizational behavior (12th ed.). Upper Saddle River, NJ Pearson Prentice Hall.
  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. doi: 10.3102/0034654311421793
  • Rudasill, K. M., Niehaus, K., Buhs, E., & White, J. M. (2013). Temperament in early childhood and peer interactions in third grade: The role of teacher–child relationships in early elementary grades. Journal of School Psychology, 51(6), 701-716. doi: 10.1016/j.jsp.2013.08.002
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
  • Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2008). Organizational behavior (10th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
  • Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172. doi:10.5539/elt.v9n1p163
  • Sadik, F. (2016). Investigating primary school teachers’ views about their classroom management behavior. Journal of Advances in Humanities and Social Sciences, 2(2), 76-84. doi: 10.20474/jahss-2.2.2
  • Sadik, S., & Sadik, F. (2014). Investigating classroom management profiles of pre-service teachers (Cukurova University sample). Procedia-Social and Behavioral Sciences, 116, 2369-2374.
  • Skinner, B. F. (1948). ‘Superstition' in the pigeon. Journal of Experimental Psychology, 38(2), 168-172. doi: 10.1037/h0055873
  • Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative (5th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
  • Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457-477. doi: 10.1007/s10648-011-9170-y
  • Unal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41-60.
  • Varga, M. (2017). The effects of teacher-student relationships on the academic engagement of students (Unpublished master’s thesis). Goucher College. Maryland, USA.
  • Walker, J. M. T. (2009). Authoritative classroom management: How control and nurturance work together. Theory Into Practice, 48(2), 122-129.
  • White, K. M. (2013). Associations between teacher–child relationships and children's writing in kindergarten and first grade. Early Childhood Research Quarterly, 28(1), 166-176. doi: 10.1016/j.ecresq.2012.05.004
  • Wiseman, D. G., & Hunt, G. H. (2008). Best practice in motivation and management in the classroom. Springfield, IL: Charles C Thomas Publisher Ltd.
  • Yildirim, C. (2012). Sinif ogretmenlerinin siniflarinda sergiledikleri davranislar [Class management mentality used by class teachers]. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 4(7), 119-140.
  • Zhang, X., & Zhao, P. (2010). The study on the relations among perfectionism & coping style & interpersonal relationship of university students. Asian Social Science, 6(1), 145-151. doi:10.5539/ass.v6n1p145

Exploring the Relationship and Labels Attached by Students: How Classroom Management Styles in a Philippine Higher Education Institution Prevail?

Yıl 2019, Cilt: 8 Sayı: 3, 893 - 904, 15.07.2019
https://doi.org/10.12973/eu-jer.8.3.893

Öz

This paper endeavors to ascertain the prevailing classroom management styles of instructors as well as the prevailing instructor-student relationship in a Philippine higher education institution. It   employed mixed methods of quantitative and qualitative methods of research to investigate the line of inquiry. A total of thirty faculty members and three-hundred students sampled from the population were the sources of data for the quantitative component of the study while eighteen students were selected as informants for the FGD to gather qualitative data. Findings showed that a great deal of authoritative classroom management style is being adhered by instructors while the students manifested a moderate level of connectedness and anxiety towards the classroom management styles of their instructors. Variables such as civil status, years of teaching experience, and level of educational attainment spelled differences on the classroom management styles instructors. It was uncovered that the different classroom management styles of instructors were attached with positive and negative labels and typifications. Implications of this study will serve as a reference to better prepare classroom managers of 21st-century college classrooms.


Kaynakça

  • Ahmad, S., Ch, A. H., Ayub, A., Zaheer, M., & Batool, A. (2017). Relationship of Classroom Management Strategies with Academic Performance of Students at College Level. Bulletin of Education & Research, 39(2), 239-249.
  • Ali, Y. A., & Badah, A. M. (2014). Dominant management styles of the classrooms by the faculty members in alia university college. Journal of Education and Practice, 5(21), 176,183.
  • Alkan, H. B. (2007). Ilkogretim ogretmenlerinin istenmeyen davranislarla bas etme yontemleri ve okulda siddet [The primary school teachers' methods to cope with misbehaviors and violence at schools] (Unpublished master’s thesis), University of Nigde, Nigde, Turkey.
  • Andabai, P. W., & Basuo, B. K. (2013). Teacher’s personality and classroom management of tertiary institutions in Nigeria: The issues and perspectives. Journal of Educational and Social Research, 3(6), 113-118. doi: 10.5901/jesr.2013.v3n6p113
  • Antonechia, D. (1983). Classroom conflict management and secondary teacher, job satisfaction. Dissertation Abstract International, 44(11), 23-26.
  • Bassey, B. A. (2012). A wider view of classroom management. Uyo, Nigeria: Ekong Publishing House.
  • Bowlby, J. (1982). Attachment and loss: Retrospect and prospect. American journal of Orthopsychiatry, 52(4), 664-678. doi: 10.1111/j.1939-0025.1982.tb01456.x
  • Boynton, M., & Boynton, C. (2005). The educator's guide to preventing and solving discipline problems. Alexandra, VA: ASCD.
  • Catt, S., Miller, D., & Schallenkamp, K. (2007). You are the key: Communicate for learning effectiveness. Education, 127(3), 369-377.
  • Cakir, S. G. (2015). Authoritative approach and student empowerment among university students. Procedia-Social and Behavioral Sciences, 186, 151-154.
  • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
  • Creasey, G., Jarvis, P., & Knapcik, E. (2009). A measure to assess student-instructor relationships. International Journal for the Scholarship of Teaching and Learning, 3(2), 1-10. https://doi.org/10.20429/ijsotl.2009.030214
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British educational research journal, 32(4), 601-616. doi: 10.1080/01411920600775316
  • De Ocampo-Acero, V. C., Sanchez-Javier, E. J., & Ocampo-Castro, H. C. (2015). Principles of Teaching I. Metro Manila, Philippines: Rex Book Store Inc.
  • De Wit, D. J., Karioja, K., & Rye, B. J. (2010). Student perceptions of diminished teacher and classmate support following the transition to high school: Are they related to declining attendance?. School Effectiveness and School Improvement, 21(4), 451-472. doi: 10.1080/09243453.2010.532010
  • Department of Special Education- Indiana University (n.d.). Classroom Management Style Inventory. Retrieved from http://www.pent.ca.gov/pos/cl/es/classroommanagementstyle.pdf
  • Djigic, G., & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia-Social and Behavioral Sciences, 29, 819-828. doi: 10.1016/j.sbspro.2011.11.310
  • Ekere, O. S. (2006). Concept of disruptive behaviour among students in public secondary schools. Uyo, Nigeria: Ekpeyong Publishers.
  • Gehlbach, H., Brinkworth, M. E., & Harris, A. D. (2012). Changes in teacher–student relationships. British Journal of Educational Psychology, 82(4), 690-704. doi: 10.1111/j.2044-8279.2011.02058.x
  • Glasser, W. (1998). Choice theory: A new psychology of personal freedom. Newyork, NY: HarperCollins.
  • Hairston M. T., (2013). Perceptions of student-teacher relationships and GED completion: A correlational study (Unpublished doctoral dissertation). Liberty University, VA, USA.
  • Kennedy, B. L. (2008). Educating students with insecure attachment histories: Toward an interdisciplinary theoretical framework. Pastoral Care in Education, 26(4), 211-230. doi: 10.1080/02643940802472148
  • Koles, B., O'Connor, E. E., & Collins, B. A. (2013). Associations between child and teacher characteristics and quality of teacher–child relationships: the case of Hungary. European Early Childhood Education Research Journal, 21(1), 53-76. doi: 10.1080/1350293X.2012.760337
  • Levin, J., & Nolan, J. F. (2013). Principles of classroom management: A professional decision-making model (7th ed.). Upper Saddle River, NJ: Pearson.
  • Lew, W. J. F (1977). Teaching and teacher personality. Education Journal, 6, 9-20.
  • Lewis, R., Romi, S., Katz, Y. J., & Qui, X. (2008). Students’ reaction to classroom discipline in Australia, Israel, and China. Teaching and Teacher Education, 24, 715-724.
  • Magulod, G. C. (2017). Personal epistemologies and teaching styles of Filipino preservice elementary teachers: Implications to teacher education preparation program. Asia Pacific Journal of Multidisciplinary Research, 5(1), 31-40.
  • Martin, N. K., & Shoho, A. R. (1999, April). Beliefs regarding classroom management style: differences between traditional and alternative certification teachers. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Quebec, Canada. Retrieved from https://files.eric.ed.gov/fulltext/ED432544.pdf
  • McCormick, M. P., O'Connor, E. E., Cappella, E., & McClowry, S. G. (2013). Teacher–child relationships and academic achievement: A multilevel propensity score model approach. Journal of school psychology, 51(5), 611-624. doi: 10.1016/j.jsp.2013.05.001
  • Moore, D. W. (2008). Classroom organizational structures as related to student achievement in upper elementary grades in northeast tennessee public schools (Unpublished doctoral dissertation). East Tennessee State University, Johnson City, TN, USA.
  • Morrison, K. A. (2008). Democratic classrooms: Promises and challenges of student voice and choice, part one. Educational Horizons, 87(1), 50-60.
  • Murray, C., & Murray, K. M. (2004). Child level correlates of teacher–student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations. Psychology in the Schools, 41(7), 751-762. doi: 10.1002/pits.20015
  • Nicholas, A. A. (2007). Classroom climate and students’ behaviour. Kaduna, Nigeria: Bill Graphics and Press.
  • Osakwe, R. N. (2014). Classroom management: A tool for achieving quality secondary school education in Nigeria. International Journal of Education, 6(2), 58-68. doi :10.5296/ije.v6i2.5616
  • Pandit, P. (2017). Effect of classroom management skills as a parameter of personality development module on teacher effectiveness of teacher trainees in relation to internal locus of control. International Journal of Advanced Educational Research, 2(6), 291-294.
  • Sunday-Piaro, M. (2018). Classroom management and students’ academic performance in public secondary schools in rivers state. International Journal of Scientific Research in Education, 11(5), 940-963.
  • Platt, A., R. (2010). Efficiency of class meetings in elementary schools (Unpublished master’s thesis). California State University, Sacramento, USA.
  • Robbins, S. P., Judge, T. A. & Sanghi, S. (2007). Organizational behavior (12th ed.). Upper Saddle River, NJ Pearson Prentice Hall.
  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. doi: 10.3102/0034654311421793
  • Rudasill, K. M., Niehaus, K., Buhs, E., & White, J. M. (2013). Temperament in early childhood and peer interactions in third grade: The role of teacher–child relationships in early elementary grades. Journal of School Psychology, 51(6), 701-716. doi: 10.1016/j.jsp.2013.08.002
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
  • Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2008). Organizational behavior (10th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
  • Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172. doi:10.5539/elt.v9n1p163
  • Sadik, F. (2016). Investigating primary school teachers’ views about their classroom management behavior. Journal of Advances in Humanities and Social Sciences, 2(2), 76-84. doi: 10.20474/jahss-2.2.2
  • Sadik, S., & Sadik, F. (2014). Investigating classroom management profiles of pre-service teachers (Cukurova University sample). Procedia-Social and Behavioral Sciences, 116, 2369-2374.
  • Skinner, B. F. (1948). ‘Superstition' in the pigeon. Journal of Experimental Psychology, 38(2), 168-172. doi: 10.1037/h0055873
  • Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative (5th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
  • Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457-477. doi: 10.1007/s10648-011-9170-y
  • Unal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41-60.
  • Varga, M. (2017). The effects of teacher-student relationships on the academic engagement of students (Unpublished master’s thesis). Goucher College. Maryland, USA.
  • Walker, J. M. T. (2009). Authoritative classroom management: How control and nurturance work together. Theory Into Practice, 48(2), 122-129.
  • White, K. M. (2013). Associations between teacher–child relationships and children's writing in kindergarten and first grade. Early Childhood Research Quarterly, 28(1), 166-176. doi: 10.1016/j.ecresq.2012.05.004
  • Wiseman, D. G., & Hunt, G. H. (2008). Best practice in motivation and management in the classroom. Springfield, IL: Charles C Thomas Publisher Ltd.
  • Yildirim, C. (2012). Sinif ogretmenlerinin siniflarinda sergiledikleri davranislar [Class management mentality used by class teachers]. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 4(7), 119-140.
  • Zhang, X., & Zhao, P. (2010). The study on the relations among perfectionism & coping style & interpersonal relationship of university students. Asian Social Science, 6(1), 145-151. doi:10.5539/ass.v6n1p145
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Gilbert C. Magulod Jr. Bu kişi benim

Juvelyn D. Capili Bu kişi benim

Roselyn M. Pinon Bu kişi benim

Yayımlanma Tarihi 15 Temmuz 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 8 Sayı: 3

Kaynak Göster

APA Magulod Jr., G. C., Capili, J. D., & Pinon, R. M. (2019). Exploring the Relationship and Labels Attached by Students: How Classroom Management Styles in a Philippine Higher Education Institution Prevail?. European Journal of Educational Research, 8(3), 893-904. https://doi.org/10.12973/eu-jer.8.3.893
AMA Magulod Jr. GC, Capili JD, Pinon RM. Exploring the Relationship and Labels Attached by Students: How Classroom Management Styles in a Philippine Higher Education Institution Prevail?. eujer. Temmuz 2019;8(3):893-904. doi:10.12973/eu-jer.8.3.893
Chicago Magulod Jr., Gilbert C., Juvelyn D. Capili, ve Roselyn M. Pinon. “Exploring the Relationship and Labels Attached by Students: How Classroom Management Styles in a Philippine Higher Education Institution Prevail?”. European Journal of Educational Research 8, sy. 3 (Temmuz 2019): 893-904. https://doi.org/10.12973/eu-jer.8.3.893.
EndNote Magulod Jr. GC, Capili JD, Pinon RM (01 Temmuz 2019) Exploring the Relationship and Labels Attached by Students: How Classroom Management Styles in a Philippine Higher Education Institution Prevail?. European Journal of Educational Research 8 3 893–904.
IEEE G. C. Magulod Jr., J. D. Capili, ve R. M. Pinon, “Exploring the Relationship and Labels Attached by Students: How Classroom Management Styles in a Philippine Higher Education Institution Prevail?”, eujer, c. 8, sy. 3, ss. 893–904, 2019, doi: 10.12973/eu-jer.8.3.893.
ISNAD Magulod Jr., Gilbert C. vd. “Exploring the Relationship and Labels Attached by Students: How Classroom Management Styles in a Philippine Higher Education Institution Prevail?”. European Journal of Educational Research 8/3 (Temmuz 2019), 893-904. https://doi.org/10.12973/eu-jer.8.3.893.
JAMA Magulod Jr. GC, Capili JD, Pinon RM. Exploring the Relationship and Labels Attached by Students: How Classroom Management Styles in a Philippine Higher Education Institution Prevail?. eujer. 2019;8:893–904.
MLA Magulod Jr., Gilbert C. vd. “Exploring the Relationship and Labels Attached by Students: How Classroom Management Styles in a Philippine Higher Education Institution Prevail?”. European Journal of Educational Research, c. 8, sy. 3, 2019, ss. 893-04, doi:10.12973/eu-jer.8.3.893.
Vancouver Magulod Jr. GC, Capili JD, Pinon RM. Exploring the Relationship and Labels Attached by Students: How Classroom Management Styles in a Philippine Higher Education Institution Prevail?. eujer. 2019;8(3):893-904.