Assertive Classroom Management Strategies and Students' Performance: The Case of EFL Classroom

Autor/inn/en	Aliakbari, Mohammad; Bozorgmanesh, Bafrin
Titel	Assertive Classroom Management Strategies and Students' Performance: The Case of EFL Classroom
Quelle	In: Cogent Education, 2 (2015) 1, Artikel 1012899 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2015.1012899
Schlagwörter	Classroom Techniques; Secondary School Teachers; High Schools; Student Surveys; Females; Foreign Countries; Organization; Teacher Student Relationship; Discipline; Rewards; Correlation; Academic Achievement; Teaching Methods; Teacher Behavior; Assertiveness; Questionnaires; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? Klassenführung; High school; Oberschule; Schülerbefragung; Weibliches Geschlecht; Ausland; Organisation; Organisationsstruktur; Teacher student relationships; Lehrer-Schüler-Beziehung; Disziplin; Reward; Belohnung; Korrelation; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Fragebogen; Statistische Analyse
Abstract	Ample research findings support the effective role that classroom management strategies play in enhancing students' learning. Drawing upon Iranian high school teachers' classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies affect students' performance. Conducting a survey including 123 female students, it was found out that Iranian teachers apply classroom management strategies of organization, teaching management, teacher-student relationship, and teacher punishment-rewards (consequences) with varying degrees. In the results section, Pearson correlation is applied between students' achievement and each part of teacher management strategies. Finally, a positive relationship between teachers' assertiveness and students' performance was approved. The findings led to implications for in-service training programs for EFL teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01