Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

Yıl 2023, , 1053 - 1099, 02.09.2023

Burcu Gokgoz-kurt , Figen Karaferye

https://doi.org/10.17152/gefad.1262348

Öz

The present study investigated tertiary-level English as a Foreign Language Teachers’/Instructors’ beliefs and perceptions of classroom management, discipline, and leadership in the classroom. In order to achieve this aim, EFL instructors completed the Teacher Self-efficacy in Classroom Management and Discipline Scale and two other open-ended questions asking them about their strengths and areas of improvement in classroom management and leadership. As revealed by the findings, EFL teachers reported their teaching and classroom management self-efficacy as somewhat high, while their view of external influences was neutral. Regarding the role of background variables, only, the experience was found to positively affect the self-reported measure of classroom management and discipline self-efficacy. Analysis of the qualitative data from the responses to open-ended questions further corroborated and expanded the quantitative data revealing diverse perspectives regarding EFL teachers’ strengths and areas of improvement in managing their classrooms more effectively.

Anahtar Kelimeler

Classroom management, EFL teachers, Leadership, Teacher self-efficacy, University

İngilizce Öğretmenlerinde Sınıf Yönetimi ve Liderlik: Öz-yeterlilik, Güçlü Yönler ve İyileştirme Alanları

Öz

Bu çalışma üniversite düzeyinde İngilizce öğreten öğretim görevlilerinin sınıf yönetimi, disiplin ve sınıftaki liderlik inançlarını ve algılarını araştırmaktadır. Katılımcılardan; (a) katılımcı bilgi formunu, (b) Sınıf Yönetimi ve Disiplininde Öğretmen Öz-yeterliliği Ölçeği sorularını ve (c) sınıf yönetimi ve liderliği konusunda güçlü yönlerini ve kendilerini geliştirmek istedikleri alanları soran iki açık uçlu soruyu yanıtlamaları istenmiştir. Bulgulara göre, öğretim görevlileri öğretim ve sınıf yönetimi öz-yeterliklerini orta düzeyde yüksek olarak bildirmiş, dış etkilere ilişkin görüşleri konusunda ise kararsız oldukları gözlenmiştir. Katılımcıya ilişkin değişkenlerin rolü ile ilgili olarak, yalnızca deneyimin, sınıf yönetimi ve disiplin öz-yeterliliğini olumlu yönde etkilediği sonucuna varılmıştır. Açık uçlu sorulara verilen yanıtlardan elde edilen nitel verilerin analizi yoluyla, öğretim görevlilerinin güçlü yönlerine ve sınıflarını daha etkili bir şekilde yönetmek için kendilerini geliştirmek istedikleri alanlara ilişkin farklı bakış açıları sağlanmış ve böylelikle nicel veriler de desteklenmiş ve genişletilmiştir.

Anahtar Kelimeler

Sınıf yönetimi, Liderlik, Yabancı dil olarak İngilizce Öğretmenleri, Öğretmen öz-yeterliği, Üniversite

Kaynakça

• Alasmari, N. J., & Althaqafi, A. S. A. (2021). Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy. Language Teaching Research, 136216882110463. doi:10.1177/13621688211046351
• Aliakbari, M., & Heidarzadi, M. (2015). The relationship between EFL teachers’ beliefs and actual practices of classroom management. Cogent Education, 2(1), 1039255. doi:10.1080/2331186x.2015.1039255
• Altman, D. G. (1991). Practical Statistics for Medical Research. Chapman and Hall, London.
• Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103. doi:10.14221/ajte.2010v35n1.8
• Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). Cambridge: Cambridge University Press.
• Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman and Company. Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). Harlow: Longman.
• Bosch, K. A. (2014). Planning classroom management: A five-step process to creating a positive learning environment (2nd ed.). Corwin Press.
• Cevallos, L. F. E., & Soto, S. T. (2020). EFL Classroom Management. MEXTESOL Journal. 44(2), 1-11.
• Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and teacher education, 21(3), 257-272.
• Chernyshenko, O., Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and wellbeing: Conceptual framework for the OECD study on social and emotional skills. OECD Education Working Papers, No. 173. OECD Publishing. Paris, France. Retrieved May 12, 2022. doi: 10.1787/db1d8e59-en
• Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Lawrence Erlbaum Associates, Hillsdale.
• Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2013). 2013 CASEL guide: Effective social and emotional learning programs. Retrieved May 12, 2022, from http://www.casel.org/guide/
• Cooper, L. A. (2019). Impact of conscious discipline on teacher efficacy and burnout: Perspectives for elementary teachers. International Journal of Education Policy and Leadership, 15(14). doi:10.22230/ijepl.2019v15n14a882
• Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson
• Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks, CA: Sage.
• Creswell, J. W., & Miller, D. L. (2000). Determining Validity in Qualitative Inquiry. Theory into Practice, 39, 124-130. doi:10.1207/s15430421tip3903_2
• Debreli, E., & Ishanova, I. (2019). Foreign language classroom management: Types of student misbehaviour and strategies adapted by the teachers in handling disruptive behaviour. Cogent Education, 6(1), 1648629. doi: 10.1080/2331186x.2019.1648629
• Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751–766. doi:10.1016/j.tate.2007.02.010
• Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford University Press.
• Doyle, W. (1986). Classroom Organization and Management. In M. C. Witttrock (Ed.), Handbook of research on teaching (pp. 392-431). New York: Macmillan.
• Drisko, J., & Maschi, T. (2016). Content Analysis. Oxford: Oxford University Press. doi:10.1093/acprof:oso/9780190215491.001.0001
• Egitim, S. (2020). Understanding Japanese university English teachers’ experiences as collaborative leaders: engaging learners in teaching and classroom management (Doctoral dissertation). Retrieved from Proquest Digital Dissertations (28093452).
• Egitim, S. (2022). Collaborative leadership through leaderful classroom practices: Everybody is a leader. Candlin & Mynard. doi:10.47908/22
• Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755–765. doi:10.1177/0013164491513027
• Espelage, D. L., Robinson, L. E., & Valido, A. (2023). Transformative social-emotional learning and classroom management. In E. J. Sabornie, & D. L. Espelage (Eds.). Handbook of classroom management (3rd ed.), (pp. 375-387). New York: Routledge.
• Evertson, C. M., & Weinstein, C. S. (2011). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-16). New York: Routledge.
• Freiberg, H. J., Oviatt, D., & Naveira, E. (2020). Classroom management meta-review continuation of research-based programs for preventing and solving discipline problems. Journal of Education for Students Placed at Risk, 25(4), 319-337. doi:10.1080/10824669.2020.1757454
• Gan, S. (2021). The role of teacher-student relatedness and teachers' engagement on students' engagement in EFL classrooms. Front. Psychol., Sec. Educational Psychology, 12. doi:10.3389/fpsyg.2021.745435
• García Sánchez, C. A., Scholes Gillings de González, B., & López Martínez, C. de J. (2013). The impact of teacher-student relationships on EFL learning. HOW, 20(1), 116-129.
• Gettinger, M., & Kohler, K. M. (2011). Process-Outcome approaches to classroom management and effective teaching. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 73-96). New York: Routledge.
• Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96(103190), 103190. doi:10.1016/j.tate.2020.103190
• Hajovsky, D. B., Chesnut, S. R., & Jensen, K. M. (2020). The role of teachers’ self-efficacy beliefs in the development of teacher-student relationships. Journal of School Psychology, 82, 141–158. doi:10.1016/j.jsp.2020.09.001
• Hardré, P. L., & Sullivan, D. W. (2008). Teacher perceptions and individual differences: How they influence rural teachers’ motivating strategies. Teaching and Teacher Education, 24(8), 2059–2075. doi:10.1016/j.tate.2008.04.007
• Heigham, J., & Croker, R. A. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. Basingstoke, England: Palgrave Macmillan.
• Hepburn, L., & Beamish, W. (2019). Towards implementation of evidence-based practices for classroom management in Australia: A review of research. Australian Journal of Teacher Education, 44(2), 82-98. doi:10.14221/ajte.2018v44n2.6
• Hettinger, K., Lazarides, R., Rubach, C., & Schiefele, U. (2021). Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment. Teaching and Teacher Education, 103(103349), 103349. doi:10.1016/j.tate.2021.103349
• Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786. doi:10.1037/a0032198
• Hoy, A., & Weinstein, C. (2006). Student and teacher perspectives on classroom management. In Evertson, C. M., & Weinstein, C. S (Eds.), A handbook of classroom management: Research, practice, and contemporary issues (pp. 181-219). Mahwah, NJ: Lawrence Erlbaum Associates.
• İnceçay, G., & Keşli Dollar, Y. (2013). Classroom management, self-efficacy and readiness of Turkish pre-service English teachers. ELT Research Journal, 1(3), 189–198.
• Jiang, A. L., & Zhang, L. J. (2021). University teachers' teaching style and their students' agentic engagement in EFL learning in China: A self-determination theory and achievement goal theory integrated perspective. Front. Psychol., Sec. Educational Psychology, 12. 704269 doi:10.3389/fpsyg.2021.704269
• Jones, M. H. (2022). What are peer relationships in school? An overview. In M. H. Jones (Ed.), Peer relationships in classroom management: evidence and interventions for teaching (1st ed.), (pp. 3-9). New York: Routledge.
• Jones, M. H., & Symonds, J. (2022). Are peer relationships in classrooms helpful? Hurtful? How? In M. H. Jones (Ed.), Peer relationships in classroom management: evidence and interventions for teaching (1st ed.), (pp. 10-24). New York: Routledge.
• Kang, D.-M. (2013). EFL teachers’ language use for classroom discipline: A look at complex interplay of variables. System, 41(1), 149–163. doi:10.1016/j.system.2013.01.002
• Karaferye, F. (2020). Odesa’nın Mentor’undan karma mentorluğa uzanan yolda mentorluk kavramının gelişim süreci. In S. Öngöz (Ed.), Eğitim bilimleri alanında elektronik mentorluk (pp. 1-17). Ankara, Turkey: Pegem.
• Kaur, P., & Ranu, S. K. (2017). Classroom management in relation to professional commitment of secondary school teachers. Educational Quest- An International Journal of Education and Applied Social Sciences, 8(1), 193-199. doi:10.5958/2230-7311.2017.00029.0
• Kaya, M., & Selvitopu, A. (2019). A meta-analysis of the effects of some factors on teachers’ classroom management skills. International Journal of Contemporary Educational Research, 6(2), 409-425. doi:10.33200/ijcer.621313
• Lantolf, J. (2011). The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 24–47). Abingdon, England: Routledge.
• Lantolf, J., & Thorne, S. L. (2007). Sociocultural theory and second language learning. In B. van Patten & J. Williams (Eds.), Theories in second language acquisition (pp. 201-224). Mahwah, NJ: Lawrence Erlbaum.
• Lantolf, J. P. (1993). Sociocultural Theory And The Second-language Classroom: The lesson Of strategic interaction. In Alatis, J. E. (ed.) Strategic interaction and language acquisition: Theory, practice and research. Washington, DC: Georgetown University Press (pp. 220–233). Georgetown University Round Table on Languages and Linguistics.
• Lap, T. Q., Lien, N. T. H., & Thao, L. T. (2022). EFL teachers’ self-efficacy and classroom management: Perceptions, practices and reflections on professional learning and development. European Journal of English Language Studies, 2(1), 1-15. doi:10.12973/ejels.2.1.1
• Lazarides, R., Buchholz, J., & Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education, 69, 1-10. doi:10.1016/j.tate. 2017.08.017
• Lazarides, R., Watt, H. M. G., & Richardson, P. W. (2020). Teachers’ classroom management self-efficacy, perceived classroom management, and teaching contexts from beginning until mid-career. Learning and Instruction 69, 101346. doi:10.1016/j.learninstruc.2020.101346
• Levin, J., & Nolan, J. F. (2022). Principles of classroom management: a professional decision-making model. (8th edition). Hoboken: Pearson.
• Lohmann, M. J., Randolph, K. M., & Oh, J. H. (2021). Classroom management strategies for hyflex instruction: setting students up for success in the hybrid environment. Early Childhood Educ J 49, 807-814. doi:10.1007/s10643-021-01201-5
• Macías, D. F. (2018). Classroom management in foreign language education: An exploratory review. PROFILE Issues in Teachers Professional Development, 20(1), 153–166. doi:10.15446/profile.v20n1.60001
• Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2nd ed.). New York: Routledge. doi:10.4324/9781315750606
• Malone, B. G., & Tietjens, C. L. (2000). Re-examination of classroom rules: The need for clarity and specified behavior. Special Services in the Schools, 16(1–2), 159–170. doi:10.1300/j008v16n01_11
• Markova, Z. (2021). Towards a comprehensive conceptualisation of teachers’ self-efficacy beliefs. Cambridge Journal of Education, 51(5), 653-671. doi: 10.1080/0305764X.2021.1906844
• Martin, N. K., Schafer, N. J., McClowry, S., Emmer, E. T., Brekelmans, M., Mainhard, T., & Wubbels, T. (2016). Expanding the definition of classroom management: Recurring themes and new conceptualizations. Journal of Classroom Interaction 51(1), 31-41.
• Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.
• Marzano, R. J., Gaddy, B. B., Foseid, M. C., Foseid, M. P., & Marzano, J. S. (2005). A handbook for classroom management that works. Alexandria: The Association for Supervision and Curriculum Development (ASCD).
• Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership: Building Classroom Relationships, 61(1), 6-13.
• Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.
• McCarthy, C. J., Mosley, K. C., & Dillard, J. B. (2023). Teacher stress and classroom management. In E. J. Sabornie, & D. L. Espelage (Eds.). Handbook of classroom management (3rd ed.), (pp. 189-210). New York: Routledge.
• Merç, A., & Subaşı, G. (2015). Classroom management problems and coping strategies of Turkish student EFL teachers. Turkish Online Journal of Qualitative Inquiry, 6(1), 39-71.
• Miller, A. (2011). Contexts and attributions for difficult behavior in English classrooms. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1093-1120). New York: Routledge.
• Mitchell, M. (2019). Teacher self-efficacy and classroom management (Doctoral dissertation). Walden University, MN, USA. Walden Dissertations and Doctoral Studies. 7701. Retrieved from https://scholarworks.waldenu.edu/dissertations/7701.
• Nazari, M., Zohoorian, Z., & Faravani, A. (2021). Patterns of teaching empowerment and classroom management among successful EFL teachers. International Journal of Research in Teacher Education, 12(2), 36-52.
• Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., & Tuamsuk. (2022). How teachers manage their classroom in the digital learning environment-experiences from the University Smart Learning Project. Heliyon, 8(10), e10817.
• Postholm, M. B. (2013). Classroom management: What does research tell us? European Educational Research Journal, 12(3), 389–402. doi:10.2304/eerj.2013.12.3.389
• Poulou, M. S., Reddy, L. A., & Dudek, C. M. (2019). Relation of teacher self-efficacy and classroom practices: A preliminary investigation. School Psychology International, 40(1), 25-48. doi:10.1177/0143034318798045
• Raelin, A. J. (2016). Imagine there are no leaders: Reframing leadership as collaborative agency. Leadership, 12(2), 131-158.
• Révész, A. (2012). Coding second language data validly and reliably. In A. Mackey & S. M. Gass (Eds.), Research Methods in Second Language Acquisition (pp. 203–221). Malden: Wiley-Blackwell.
• Sabornie, E. J., & Espelage, D. L. (2023). Introduction to the third edition. In E. J. Sabornie, & D. L. Espelage (Eds.). Handbook of classroom management (3rd ed.), (pp. 3-12). New York. Routledge.
• Sakui, K. (2007). Classroom management in Japanese EFL classrooms. JALT Journal, 29(1), 41-58. doi:10.37546/jaltjj29.1-2
• Sarı, E. (2013). The differences of classroom management styles in experienced and novice English teachers (Master’s thesis). Maltepe University, Turkey.
• Shank, M. K., & Santiague, L. (2022). Classroom management needs of novice teachers. The Clearing House: A Journal of Educational Strategies, 95(1), 26-34. doi:10.1080/00098655.2021.2010636
• Shin, S., Mercer, S., Babic, S., Sulis, G., Mairitsch, A., King, J., & Jin, J. (2023). Riding the happiness curve: the wellbeing of mid-career phase language teachers. The Language Learning Journal, 51(2), 195-207. doi:10.1080/09571736.2021.1979632
• Shohani, S., Azizifar, A., & Kamalvand, A. (2014). The relationship between novice and experienced teachers’ self-efficacy for classroom management and students’ perceptions of their teachers’ classroom management. Research on Humanities and Social Sciences, 4(16), 134–148
• St-Amand, J., Smith, J., & Goulet, M. (2023). Is teacher humor an asset in classroom management? Examining its association with students’ well-being, sense of school belonging, and engagement. Curr Psychol. Advance online publication. doi:10.1007/s12144-023-04619-9
• Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers’ emotion regulation and classroom management. Theory into Practice, 48(2), 130–137. doi:10.1080/00405840902776418
• Tartwijk, J., & Hammerness, K. (2011). The neglected role of classroom management in teacher education. Teaching Education, 22(2), 109-112. doi: 10.1080/10476210.2011.567836
• Thomson, K. (Ed.). (2022). Classroom Discourse Competence: Current Issues in Language Teaching and Teacher Education (Vol. 8). Narr Francke Attempto Verlag.
• Tılfarlıoğlu, F. Y., & Ulusoy, F. (2012). Teachers’ self-efficacy and classroom management skills in EFL classrooms. Electronic Journal of Education Sciences, 1(2), 37-57. VERBI Software. (2021). MAXQDA 2022 Online Manual. http://maxqda.com/help-max20/welcome
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
• Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: the past, current status and future directions. Front. Psychol., Sec. Positive Psychology 12. 731721. doi:10.3389/fpsyg.2021.731721
• Wentzel, K. R. (2011). A social motivation perspective for classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 619-643). New York: Routledge.
• Wilkins, N. J., Verlenden, J. M. V., Szucs, L. E., & Johns, M. M. (2022). Classroom management and facilitation approaches that promote school connectedness. The Journal of School Health, Advance online publication. doi:10.1111/josh.13279
• Williams, J. A., Mallant, C., & Svajda-Hardy, M. (2022). A gap in culturally responsive classroom management coverage? A critical policy analysis of states’ school discipline policies. Educational Policy, Advance online publication. doi:10.1177/08959048221087213
• Wolff, C. E. (2016). Revisiting ‘withitness’: differences in teachers' representations, perceptions, and interpretations of classroom management (Doctoral Dissertation). Open Universiteit, The Netherlands.
• Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2021). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33(1), 131–148. doi:10.1007/s10648-020-09542-0
• Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. A. (2015). Keeping an eye on learning: Differences between expert and novice teachers' representations of classroom management events. Journal of Teacher Education, 66(1), 68- 85. doi:10.1177/0022487114549810
• Wright, T. (2005). Classroom management in language education. (1st ed.). New York: Palgrave Macmillan.
• Wubbels, T., Brekelmans, M., den Brok, P., & van Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 1161-1191). New York: Lawrence Erlbaum Associates.
• Xiyun, S., Fathi, J., Shirbagi, N., & Mohammaddokht, F. (2022). A structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among English teachers. Frontiers in Psychology 13, 904151. doi: 10.3389/fpsyg.2022.904151
• Yerli Usul, S., & Yerli, K. (2017). The differences between novice and experienced university prep-class teachers’ classroom management, self-efficacy perceptions and students’ academic achievement level. International Journal of Language Academy, 5, 123-133. doi:10.18033/ijla.3646
• Yılmaz, E. (2004). The relationship between novice and experienced teachers' self-efficacy for classroom management and students' perceptions of their teachers' classroom management. (Master’s Thesis). Bilkent University.
• Yüner, B., & Barış Pekmezci, F. (2021). Examining the mediator effect of perceived disciplinary climate in the relationship between classroom management self-efficacy and time spent on maintaining discipline, International Journal of Education Technology and Scientific Researches, 6(14), 171-199.
• Zhang, Z. V. (2022). Learner engagement and language learning: a narrative inquiry of a successful language learner. The Language Learning Journal, 50(3), 378-392. doi:10.1080/09571736.2020.1786712