Classroom Discipline Management: A Mixed-Methods Study

The purpose of this study is to examine the perspectives to which high school teachers are oriented when facilitating classroom discipline management. An explanatory mixed method design was conducted with both a quantitative (questionnaire administered to a sample of a high school teachers) and qual...

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Bibliographic Details
Published in:The Journal of classroom interaction 2020, Vol.55 (1), p.64-76
Main Author: Ahmed, Eman I
Format: Article
Language:English
Subjects:
Classroom Environment
Classroom management
Classroom Techniques
Discipline
High School Teachers
Mixed methods research
Professional development
School discipline
Secondary school students
Secondary school teachers
Student Behavior
Teacher Attitudes
Teacher education
Teacher Student Relationship
Teaching methods
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Summary:The purpose of this study is to examine the perspectives to which high school teachers are oriented when facilitating classroom discipline management. An explanatory mixed method design was conducted with both a quantitative (questionnaire administered to a sample of a high school teachers) and qualitative (written incidents provided by the high school teachers) component. Results showed that the three disciplinary models used by the teachers to ensure an effective atmosphere are highly correlated. Additionally, written incidents provided by the high school teachers describe situations encompassing a multi-frame orientation perspective in managing classroom discipline. Exploring the perspectives orienting the high school teachers to facilitate classroom discipline management can help to work more efficiently to improve teacher preparation and future professional development programs.
ISSN:0749-4025
2376-6670