EFL teachers’ beliefs about classroom management a study of a vietnamese university = quan điểm của giáo viên tiếng anh về quản lý lớp học ngoại ngữ nghiên cứu tại một trường đại học ở việt nam

VIETNAM NATIONAL UNIVERSITY
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

GRADUATION PAPER

EFL TEACHERS’ BELIEFS ABOUT CLASSROOM MANAGEMENT: A
STUDY OF A VIETNAMESE UNIVERSITY

Supervisor: Nguyễn Thị Thu Hằng
Student: Nguyễn Nhật Hà
Course: QH.2017.E1

HÀ NỘI – NĂM 2021


ĐẠI HỌC QUỐC GIA HÀ NỘI
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
KHOA SƯ PHẠM TIẾNG ANH

KHOÁ LUẬN TỐT NGHIỆP

QUAN ĐIỂM CỦA GIÁO VIÊN TIẾNG ANH VỀ QUẢN LÝ LỚP HỌC
NGOẠI NGỮ: NGHIÊN CỨU TẠI MỘT TRƯỜNG ĐẠI HỌC Ở VIỆT NAM

Giáo viên hướng dẫn: Nguyễn Thị Thu Hằng
Sinh viên: Nguyễn Nhật Hà
Khoá: QH.2017.E1

HÀ NỘI – NĂM 2021

ACCEPTANCE
I hereby state that I: Nguyễn Nhật Hà, class: QH2017.F1.E1, being a candidate for
the degree of Bachelor of Arts (TEFL) accept the requirements of the University
relating to the retention and use of Bachelor’s Graduation Paper deposited in the
library.
In terms of these conditions, I agree that the origin of my paper deposited in
the library should be accessible for the purposes of study and research, in accordance
with the normal conditions established by the librarian for the care, loan or
reproduction of the paper.
Signature
Nguyễn Nhật Hà
Hanoi, May 3rd 2021

i


ACKNOWLEDGEMENT
I would like to take this opportunity to express my deepest gratitude to the
following individuals for their significant assistance upon the completion of this
research.
First and foremost, I owe my whole-hearted thanks to my supervisor Doctor
Nguyen Thi Thu Hang, for her valuable guidance and encouragement since the very
first day of my academic journey. Her sharing expertise, inspiration and continuous
support have enlightened me on multiple research aspects and guided me through the
challenging process. This accomplishment would not be possible without her critical
feedback and practical advice.
Second, my sincere appreciation goes to three teachers taking part in the pilot
stage and 52 teachers participating in the data collection procedure, whose names are
not directly mentioned due to ethical considerations. They generously shared with me

their time, knowledge and perspectives. Without their willingness and enthusiasm, I
would not have obtained sufficient questionnaire results and insightful interview data.
Third, I am grateful to a number of teachers from the faculty who reviewed
my research proposal and progress reports. Their constructive comments were of
great significance to the completion of this paper.
Fourth, I appreciate all members of class 17E1 and other close friends of mine
for our beautiful friendship. Their sharing and emotional support were invaluable to
me.
Finally, I am in debt to my parents, my sister and Ken for their unconditional
love, care and unfailing support. In addition, heartfelt thanks go to my seven beloved
people whose music has always motivated me during this challenging journey.

ii


ABSTRACT
In recent decades, classroom management has become a compelling research
topic (Aliakbari & Heidarzadi, 2015). A growing body of literature has emphasized
the importance of classroom management for the teaching and learning process
(Shinn, Walker & Stoner, 2002; Wang, Haertel & Walberg, 1994; Wehby, 2001). By
exploring teachers’ beliefs, insights into the way teachers conceptualize themselves
and their justification for real classroom management can be obtained (Johnson &
Johnson, 1999). However, in the Vietnamese context, there has been insufficient
research into teachers’ beliefs about classroom management. Therefore, this study
was conducted to address the research gap. Using a mixed-method design, the study
involved 52 EFL teachers from a university in Vietnam. Data was collected via two
instruments, namely questionnaires adapted from the Attitudes and Beliefs of
Classroom Control (ABCC) inventory and semi-structured interviews. The findings
showed that the participants adopted the interactionist approach on the whole ABCC
Inventory, Instructional and Behavioral Management but fell into the noninterventionist category on People Management. The teachers were more involved in

students’ transitions among learning activities, students’ in-class work, learning
topics and resources. However, they were unlikely to exercise control over students'
seating arrangements, their daily procedures, their interactions with peers and tended
to value students’ opinions, interests and decision-making process. The study shed
further light on the beliefs of EFL teachers about classroom management in the local
context with insightful implications for effective classroom practice.

iii


TABLE OF CONTENTS
ACCEPTANCE

i

ACKNOWLEDGEMENT

ii

ABSTRACT

iii

LIST OF ABBREVIATIONS

vii

LIST OF TABLES

viii

LIST OF FIGURES

ix

CHAPTER ONE: INTRODUCTION

1

1.1 Statement of the problem and rationale for the study

1

1.2 Aims and objectives

2

1.3 Scope of the study

3

1.4 Design of the study

3

1.5 Significance of the study

3

1.6 Organization of the study

4

1.7 Summary of the chapter

5

CHAPTER TWO: LITERATURE REVIEW
2.1 Teachers’ beliefs

6
6

2.1.1 Conceptualization of teachers’ beliefs

6

2.1.2 The origin of teachers’ beliefs

7

2.1.3 Teachers’ beliefs about classroom management

8

2.2 Classroom management

13

2.2.1 Conceptualization of classroom management

13

2.2.2 Dimensions of classroom management

14

2.3 Previous studies on the topic

15

2.3.1 In the global context

15

2.3.2 In the Vietnamese context

17

2.4 Research gaps

18

2.5 Summary of the chapter

19

CHAPTER THREE: METHODOLOGY
3.1 The context of the study

21
21

iv


3.2 Research design

22

3.3 Sampling method

22

3.4 Participants

23

3.5 Data collection instruments

24

3.5.1 Questionnaire

24

3.5.2 Interview

27

3.6 Procedures of data collection

31

3.6.1 Data from questionnaires

31

3.6.2 Data from interviews

31

3.7 Data analysis method

32

3.7.1 Data from questionnaires

32

3.7.2 Data from interviews

32

3.8 Procedures of data analysis

33

3.8.1 Data from questionnaires

33

3.8.2: Data from interviews

34

3.9 Ethical considerations

37

3.10 Summary of the chapter

37

CHAPTER FOUR: FINDINGS AND DISCUSSION
4.1 Findings

38
38

4.1.1 Results obtained from questionnaires

38

4.1.2 Results obtained from interviews

48

4.2 Discussions

55

4.2.1 Instructional management

55

4.2.2 People management

57

4.2.3 Behavioral management

59

4.3 Summary of the chapter

61

CHAPTER FIVE: CONCLUSION

61

5.1 Summary of findings

62

5.2 Implications

63

5.3 Limitations and suggestions for further research

66

v


REFERENCES

67

APPENDICES

84

APPENDIX A: CHANGES IN THE WORDING OF QUESTIONNAIRE
ITEMS

84

APPENDIX B: QUESTIONNAIRE

86

APPENDIX C: GUIDELINE FOR THE INTERVIEW

93

APPENDIX D: INFORMATION SHEET AND CONSENT FORM FOR
PARTICIPANTS

95

APPENDIX E: FREQUENCIES OF RESPONSES IN SECTION 1

vi

99


LIST OF ABBREVIATIONS

EFL

English as a Foreign Language

FELTE

Faculty of English Language Teacher Education

ULIS

University of Languages and International Studies

VNU

Vietnam National University, Hanoi

ABCC

Attitudes and Beliefs of Classroom Control

BIMS

Behavior and Instructional Management Scale

vii


LIST OF TABLES
Table

Page

Table 1 Aspects of Interactionist, Interventionist and NonInterventionist Approaches to Classroom Management

10

Table 2 Description of interview participants

23

Table 3 Changes in the wording of questionnaire items

84

Table 4 Description of questionnaire items

27

Table 5 Description of interview guideline

29

Table 6 Categorization of teachers’ mean scores

33

Table 7 Examples of initial coded data

35

Table 8 Descriptive statistics for EFL teachers’ beliefs about
classroom management

38

Table 9 Frequencies of responses in Section 1

99

Table 10 Frequencies of responses for item 1, 3, 5, 6, 10 in
Section 1

42

Table 11 Frequencies of responses in Section 2

43

Table 12 Frequencies of responses in Section 3

46

Table 13 Summary of the interview results

53

viii


LIST OF FIGURES
Figure
Figure 1 The beliefs of EFL teachers on Instructional Management,
People Management and Behavioral subscale

ix

Page
40


CHAPTER ONE: INTRODUCTION
The first chapter provides an overview of the research. It begins with the
introduction of the research background, in which the importance of classroom
management in the teaching and learning process and the potential influence of
teachers’ beliefs on the way they manage their classrooms are highlighted.
Following this, the chapter presents a review of existing literature on classroom
management in the Vietnamese context that inextricably relates to the formulation
of the research question. Subsequent sections detail the design and scope of the

present study and signify its contribution to the field of classroom management
both in the local and global settings. The structure of the study and a chapter
summary mark the end of the chapter.
1.1 Statement of the problem and rationale for the study
In recent decades, classroom management has attracted a lot of interest and
has become one of the most frequently researched topics (Aliakbari & Heidarzadi,
2015). A growing body of literature has emphasized the importance of classroom
management for teachers (Shinn, Walker & Stoner, 2002; Wang, Haertel &
Walberg, 1994), regarding classroom management skills as “the most valuable
skills set a teacher can have” (Landau, 2001, p. 4). How teachers manage their
classrooms has been found to positively impact educational outcomes (DeLong &
Winter, 1998). According to Sutherland and Wehby (2001, cited in Oliver &
Reschly, 2007), effective implementation of classroom management strategies
reduces disruptive behaviors, increases student engagement and benefits students’
learning time.
When investigating classroom management, it is of great significance to
explore teachers’ beliefs due to the possible connection between beliefs and
practices (Ernest, 1991; Schoenfeld, 1992; Stipek et al., 2001). This relationship
can be described as “reciprocal, but complex” (Basturkmen, 2012; Mansour, 2009,
cited in Fives & Gill, 2015, p. 70), in which one influences the other (Richardson,
1996; Thompson, 1992). Empirical research has revealed the correspondence
1


between what teachers believe and how they manage their classroom (Barcelos,
2000; Stipek, Givvin, Tseng, 1999; Salmon & MacGyvers, 2001, cited in Phipps,
2009). For teachers, beliefs potentially serve as a guidance for instructional
choices, teaching activities and interactions with students (Fang, 1996). By
exploring teachers’ beliefs, understanding of the way teachers conceptualize
themselves and their justification for real classroom management can be

consolidated (Johnson & Johnson, 1999), hence deep insights into educational
processes (Clark & Peterson, 1986).
Classroom management of teachers has been a favorite research topic for
the past decades. Investigation into their beliefs has taken place both in Western
countries (Chambers, Henson & Sienty, 2001; Martin, Yin & Mayall, 2006) and
Eastern countries (Unal and Unal, 2012; Caner & Tertemiz, 2015; Rahimi &
Asadollahi, 2012; Evrim, Gửkỗe & Enisa, 2009) showing different levels of control
teachers exert in class. In the context of Vietnam, existing literature mainly deals
with problems that teachers encounter in managing the class (Nguyen, Tran & Luu,
2016), their use of classroom management techniques (Vu & Nguyen, 2020; Tran,
2015) and their classroom instructions (Vu, 2011; Phan, 2018). Insufficient
research has been dedicated to what teachers believe about classroom
management. This gap in research urged the researcher to conduct the study
entitled: “EFL teachers’ beliefs about classroom management: A study of a
Vietnamese university”.
1.2 Aims and objectives
The research sought to investigate the beliefs of Vietnamese teachers of
English as a Foreign Language (EFL) about classroom management. Data about
teachers’ beliefs were collected via questionnaires and semi-structured interviews.
From the findings, discussion and suggestions were provided to assist teachers and
educators in fortifying the understanding of management for successful teaching.
The aforementioned objectives mentioned could be summarized in the following

2


research question: “What are EFL teachers’ beliefs about their classroom
management activities?”
1.3 Scope of the study
The study was carried out within the context of one language university in

Vietnam during the academic year 2020-2021. Since it focused on EFL teachers’
beliefs about classroom management, teachers from the Faculty of English
(pseudonym) were the targeted participants of the study. The first phase of the data
collection procedure which employed questionnaires as the main instrument
involved 52 teachers from the faculty. Based on the results from questionnaires,
the researcher interviewed five participants for the second phase of the data
collection procedure.
1.4 Design of the study
The study adopted a sequential explanatory mixed-method design utilizing
two primary instruments of questionnaire and semi-structured interview. Data
gathered from the questionnaires helped to answer the research question
concerning teachers’ beliefs about classroom management while data obtained
after interviewing some participants enabled the researcher to gain a deeper
understanding of the issue under investigation.
1.5 Significance of the study
The present study hopes to make several contributions to the field of
classroom management in both local and global settings. First, the research is
hoped to fulfill the gap in the existing literature on classroom management in the
context of Vietnam. Findings from this research can shed light on EFL teachers’
classroom management orientations and their beliefs about classroom management
practice. Moreover, despite the richness of global studies on teachers’ beliefs, most
of them are quantitative-based (Chambers, Henson & Sienty, 2001; Martin, Yin &
Mayall, 2006; Unal & Unal, 2012; Caner & Tertemiz, 2015; Rahimi & Asadollahi,
2012). Consequently, this study can be of methodological value by adopting a
mixed-method design.
3


Second, in practice, the research provides the participants an opportunity to
obtain insights into their classroom management approaches. The findings would

also be useful for EFL teachers or anyone who are interested in examining the
underlying beliefs of teachers about classroom management. Understanding what
influences teachers’ classroom practice may enable educators, course developers,
school authorities and other stakeholders to enhance teachers’ classroom
management competence through the provision of feedback and high-quality
teacher education and professional development programs. Additionally, this study
may serve as a useful source of reference for future research in the field of
classroom management on a larger scale.
1.6 Organization of the study
This research paper consists of five main chapters as follows:
Chapter one: Introduction offers a brief overview of the study, which details
the research problem and rationales, aims and objectives, significance, scope,
design and structure of the present research.
Chapter two: Literature review provides the conceptualization of key terms
namely teachers’ beliefs and classroom management and reviews relevant
literature including classroom management dimensions, different sources and
theoretical frameworks of teachers’ beliefs with a view to identifying the important
research gaps.
Chapter three: Methodology details the methodology of the study, in which
the selection of the research site, participants, sampling methods, research design
and data collection instruments is presented. The chapter also describes the
methods and procedures of data collection and analysis as well as measures
adopted to ensure ethical issues.
Chapter four: Findings and Discussion presents and discusses the findings
obtained from two data collection instruments namely questionnaires and semistructured interviews to answer the research question.

4


Chapter five: Conclusion summarizes the findings, offers implications and

limitations of the study and recommendations for further studies.
Following these chapters are References and Appendices
1.7 Summary of the chapter
The first chapter details the research problem and rationales, aims and
objectives, significance, scope, design and structure of the present research. Given
the importance of classroom management in the context of teaching and learning
and the influence of teachers’ beliefs on their classroom management practices,
the study entitled “EFL teachers’ beliefs about classroom management: A study of
a Vietnamese university” was conducted to answer the research question: “What
are EFL teachers’ beliefs about their classroom management activities?” Adopting
a mixed-method design with questionnaires and semi-structured interviews as the
two main instruments, the study involved 52 teachers from one English faculty in
a university in Vietnam. Findings from this study are expected to be of practical
value which helps to consolidate teachers’ understanding of classroom
management and contributes to the formulation and improvement of teacher
professional development programs.

5


CHAPTER TWO: LITERATURE REVIEW
The second chapter serves as a theoretical foundation of the study. It begins
with the definition and sources of teachers’ beliefs. Following this, the
conceptualization of classroom management and the description of its three
dimensions are presented. A number of theoretical frameworks to measure the
beliefs of teachers are analyzed in the next section with a view to selecting the
most appropriate model. The remaining parts include a review of related literature
on classroom management in both local and global settings to highlight the
promising gap the study is expected to fulfill.
2.1 Teachers’ Beliefs

2.1.1 Conceptualization of teachers’ beliefs
Due to its broad construct (Pajares, 1992), a myriad of definitions of belief
have been proposed (Basturkmen, 2012). According to Rokeach (1968), a belief is
as “any simple proposition, conscious or unconscious, inferred from what a person
says or does, capable of being preceded by the phrase, 'I believe that . . .” (p. 113).
Building on Rokeach’s work, Pajares (1992) later defines the term as “an
individual’s judgment of the truth or falsity of a proposition” (p. 316). Beliefs,
whether explicitly or implicitly held, represent what an individual considers to be
true. In the context of teaching, beliefs of teachers refer to a system of assumptions
in relevance to teachers’ classroom practice (Fives & Buehl, 2012). Specifically,
they relate to “students, learning, classroom, and the subject matter to be taught”
(Kagan, 1992, p. 66).
Barcelos (2003) perceive that teachers’ beliefs are dynamic, complicated,
and contradictory in nature while Pajares (1992) views them as individualized and
context-dependent. Beliefs are said to be mentally constructed from experience
(Sigel, 1985), which serve as an impetus or disposition to action and help to guide
behavior (Brown & Cooney, 1982). Based on their beliefs, teachers form their
reasoning of teaching and learning, resulting in a diversity of classroom practice
(Clark & Peterson, 1986; Clark & Yinger, 1987, as cited in Li & Walsh, 2011).
6


Within this study, the researcher adopted Borg’s (2001) definition for the
conceptualization of teachers’ beliefs.
a belief is a proposition which may be consciously or unconsciously held, is
evaluative in that it is accepted as true by the individual, and is therefore imbued
with emotive commitment; further, it serves as a guide to thought and behavior
(p. 186)

The

reason

is

that

this

definition

features

a

comprehensive

conceptualization of the key term, in which beliefs of teachers are recognized as
individually, subjectively true claims that teachers use to filter and analyze
information and direct their classroom practice.
2.1.2 The origin of teachers’ beliefs
First, teachers’ beliefs are largely derived from their education and their
experience as language learners. Teachers’ beliefs about teaching and learning
often mirror how they were taught at schools and their observation of their teachers
(Richards et al., 2002; Levin & He, 2008). Lortie (1975) terms this as
“apprenticeship of observation” and argues that teachers, unlike other professions,
have the privilege to “observe members of the occupation at work” as “the
activities of teachers are not shielded from youngsters” (p. 65). In line with Lortie’s
study, various researchers, such as Zeichner and Tabachnick (1981), Finsterwald
et al., (2013), and Kennedy and Smith (2013), signify the influences that teacher

education programs have on pre-service teachers’ beliefs which later impact their
classroom decisions when they become in-service teachers.
Second, teachers may form their beliefs from their own classroom
experience (Breen, Hird, Milton, Oliver & Thwaite, 2001; Calderhead, 1996; Mok,
1994, cited in Borg, 2005). It is considered as the primary source of beliefs about
teaching. During their teaching process, teachers may recognize some effective
and ineffective strategies, hence following what they perceive as successful
routines. Additionally, certain types of established practices that are consistently
employed in their teaching context also impact teachers’ own beliefs (Richards &
Lockhart, 1994).
7


Third, research-based principles can also be a source of teachers’ beliefs. In
this sense, teachers may refer to their understanding of research in second language
teaching to favor and implement certain practices in their classrooms (Kindsvatter,
Willen & Ishler, 1988; Abdi & Asadi, 2011, cited in Gilakjani & Sabouri, 2017).
Lastly, teachers’ beliefs can be formed based on personality factors.
Teachers may show a preference for a particular teaching pattern, classroom
arrangement or learning activity since it corresponds to their characteristics
(Kagan, 1992; Kennedy, 1997; Williams & Burden, 1997; Donaghue, 2003; Ellis,
2008, cited in Mellati, Khademi & Shirzadeh, 2015). It has also been argued that
beliefs are closely linked to teachers’ egos (Rokeach, 1968).
2.1.3 Teachers’ beliefs about classroom management
As documented by Evertson and Weinstein (2006), existing literature has
proposed a number of theoretical frameworks on teachers’ beliefs about classroom
management.
2.1.3.1 Custodial and Humanistic Control Orientation
In Pupil Control Ideology, Willower, Eidell and Hoy (1967, cited in
Evertson & Weinstein, 2006) conceptualize beliefs along a continuum from

custodial to humanistic. Teachers who have a custodial stance view a school as an
autocratic organization in which students are required to comply with teachers’
orders without question and are strictly controlled through the implementation of
punishments. On the other hand, teachers who adopt a humanistic perspective
regard a school as an educational environment where students learn through
interaction and experience. Instead of employing strict control, such teachers
attempt to encourage students’ self-discipline and establish a democratic
community so that teachers and students can freely communicate with each other.
2.1.3.2 Beliefs About Discipline Inventory
Wolfgang (2001) in his study summarizes three approaches towards
discipline and classroom management namely relationship-listening, confrontingcontracting and rules-consequences. Teachers who endorse relationship-listening
8


philosophy do not intervene in students’ disruptive behaviors in class. They act as
sympathetic listeners to help students balance their goals with the needs of other
classmates and the curriculum. For teachers who favor confronting-contracting
approach, instead of being listeners, they interact with students to negotiate mutual
goals and enable students to realize the importance of factors of classroom life
such as classroom tasks and rules. Lastly, teachers who embrace the rulesconsequences strategies believe that only through rewards and punishments can
students form acceptable behaviors in class. Therefore, teachers’ roles include
identifying what kinds of behaviors are appropriate in class and enforcing a system
of rules, rewards and punishments to foster these behaviors.
2.1.3.3 Management as Power: Social and Political Perspective
Based on extensive studies of Johnson, Whitington and Osward (1994, cited
in Evertson & Weinstein, 2006), identify four orientations of teachers to classroom
discipline, including traditional, liberal progressive, socially critical and laissezfaire. Teachers who are categorized as traditionalists share many common beliefs
as those who have custodial perspectives (Willower, Eidell & Hoy, 1967) and
rules-consequences approach (Wolfgang, 2001). They stress on providing a strict
but fair set of penalties and maintaining a hierarchical relationship with students.

Students are expected to comply with the rules and show respect to teachers’
authorities inside class. Teachers who hold a liberal progressive perspective favor
democratic values. Students’ decisions, therefore, should be taken into
consideration. A teacher-student relationship can be described as cooperative and
equal. For socially critical teachers, students' disruptive behaviors are regarded as
resistance against an unfair and authoritarian school system. Discipline problems
are believed to be caused by the inappropriate implementation of school
curriculum. Teachers adopting the laissez-faire stance believe in a stress-free and
stimulating learning environment. Students’ self-discipline can be achieved if
given choices and freedom.

9


2.1.3.4 Attitudes and Beliefs Regarding Classroom Management Style
Unlike the aforementioned orientations, Martin and colleagues’ framework
views classroom management in broader terms (Martin & Baldwin, 1992, 1994;
Martin, Yin & Baldwin, 1998, 2000, cited in Martin & Shoho, 1999). Rather than
focusing on control and discipline only, it deals with teachers’ management of
different classroom dimensions including Instructional management, People
management and Behavioral management. Teachers’ beliefs on three aspects are
measured based on a continuum developed by Glickman and Tamashiro (1980)
and Wolfgang (1995). Based on psychological theories of child development, the
authors characterize three key approaches of teachers toward classroom
management, namely non-interventionist, interventionist, and interactionist.
Although teachers can demonstrate characteristics of three approaches, they have
the tendency to favor one over the others (Wolfgang, 1995; Wolfgang & Glickman,
1980). Levin and Nolan (1991, cited in Uhlenberg, Fuller, & Slotnick, 1993, p.117)
summarize six main aspects of each approach in Table 1.
Table 1 Aspects of Interactionist, Interventionist and Non-Interventionist

Approaches to Classroom Management
Non-

Interactionist

Interventionist

Student and

Teacher

Interventionist
Primary

Student

responsibility for

teacher

control
Development of

Student with

Teacher with

rules

teacher guidance

some student
input

10

Teacher


Importance of

Major emphasis

individual

Moderate

Minor emphasis

emphasis

differences
Time until

Allow time for

Allow some time

Teacher moves

Intervention

student to control

for student to

quickly to redirect

own behavior

control own

behavior

behavior but
protect group
Types of

Nonverbal moves, Coping skills,

Rewards,

Intervention

conferences,

consequences,

punishments,

communication,

group meetings

token economy,

skills, messages

anecdotal records, contracting

Adapted from Principles of Classroom Management, by J. Levin, and J. F.
Nolan, 1991, Englewood Cliffs, N.J: Prentice Hall.
In the non-interventionist orientation, students are supposed to be capable
of expressing and accomplishing their own wishes and have an inner potential to
make decisions for their personal development (Burden, 1995). Teachers,
therefore, tend to be student-centered and exert minimal control over student
behaviors (Witcher et al, 2008). To minimize their power in the classroom,
teachers may implement some tactics such as glances and reflective forms of
questioning (Unal & Unal, 2009).
Conversely, the interventionist approach presupposes that students’ growth
is the result of external factors including people and facilities. Teachers are
suggested to be fully involved in classroom situations (Witcher et al., 2002).
Several disciplinary tactics employed by teachers who endorse the interventionist
approach can be isolation, physical restraint, modeling, and reinforcement (Unal,
& Unal, 2009). Furthermore, teachers aim at creating an environment conducive
11


to students’ academic, social and emotional development (Korpershoek, Harms,
De Boer, Van Kuijk & Doolaard, 2016).

In the midway of the continuum is the interactionist approach which posits
that shared responsibilities are held between teachers and students concerning
students’ in-class behaviors. To facilitate the development of students, a
combination of student autonomy and teacher authority should be implemented in
the classroom. Martin et al. (1998) conclude that teachers who are more
interactionist-oriented attach great importance to “what the individual does to
modify the external environment, as well as what the environment does to shape
the individual” (p. 7).
In this study, the framework developed by Martin and colleagues was
utilized for two main reasons. First, the chosen framework demonstrates a broader
construct to measure teachers’ beliefs on classroom management. Compared to
other frameworks, the one developed by Martin and colleagues (1998) reflects
teachers’ stances toward not only discipline practices but also other actions to
support the learning environment and optimize student engagement by including
three dimensions of classroom management namely Instructional management,
People management and Behavioral management. The framework aligns with the
researcher’s conceptualization of classroom management, which is detailed in the
next section. Moreover, since it adopts a more holistic approach to measure
teachers’ classroom management beliefs, the study is expected to yield more
conclusive findings.
Second, in their systematic review on classroom management, Evertson and
Weinstein (2006) also stress the importance of using valuable scales developed by
Martin and colleagues to examine teacher knowledge, beliefs, and perceptions. It
is implied that the instrument should be further utilized by other researchers other
than its developers in future studies to examine its validity.

12


2.2 Classroom Management

2.2.1 Conceptualization of classroom management
Historically, the concept “classroom management” was associated with the
notion of student control and discipline. According to McCaslin and Good (1998),
“Classroom management has been seen largely as controlling students - getting
them to respond quickly to teacher demands, needs, and goals” (p. 169). It refers
to the various practices teachers adopt to maintain order in class (Doyle, 1986).
In contrast, a number of researchers and educators have contended that
classroom management concerns more than just misbehavior prevention (Kounin,
1970; Brophy, 1988; Doyle, 1988; Watson & Ecken, 2003, cited in Evertson &
Weinstein, 2006). When perceived in a broader and more holistic view, the term
refers to all activities conducted by teachers in the classroom to enhance students’
academic involvement and cooperation in learning activities and to create a
productive learning environment (Umoren, 2010; Evertson, Emmer, Sanford, &
Clements, 1983). Similarly, according to Brophy and Good (2003), classroom
management concerns not only discipline but also other aspects of classroom
management such as the physical setting, teachers’ preparation and the
presentation of the lesson.
In this study, the latter approach was adopted, whereby classroom
management is viewed as a multifaceted construct. It encompasses teachers’
attempts to “plan and conduct activities in an orderly fashion, keep students
actively engaged in lessons and seatwork activities; and minimize disruptions and
discipline problems” (Brophy, 1988). In this respect, classroom management
serves two main purposes as summarized by Brophy (1988, cited in Postholm,
2013).
The first aim of classroom management is to establish a quiet and calm
environment in the classroom so that the pupils can take part in meaningful
learning in a subject. The second aim is that classroom management contributes
to the pupils’ social and moral development, which means that it aims to develop
the pupils academically and socially. (p. 389)

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In brief, in this study, classroom management can be defined as any action
taken by teachers to create and maintain an environment conducive to students’
learning and to facilitate their social and moral growth (Emmer & Sabornie, 2015;
Evertson & Weinstein, 2006; Brophy, 1988; Kayikỗi, 2009, Doyle, 1986).
2.2.2 Dimensions of classroom management
Since the study utilized Attitudes and Beliefs Regarding Classroom
Management Style framework developed by Martin and colleagues (Martin &
Baldwin, 1992, 1994; Martin, Yin & Baldwin, 1998, 2000, cited in Martin &
Shoho, 1999), the term classroom management can be conceptualized as
constituting three key dimensions, namely Instructional management, People
management and Behavioral management.
Instructional management refers to how teachers manage several aspects of
classroom life such as establishing daily procedures, organizing seating,
distributing learning materials, and monitoring students’ submission of homework.
The ways in which teachers deliver instructions influence the general classroom
atmosphere and classroom management style (Kounin, 1970; McNeely & Mertz,
1990; Weinstein & Mignano, 1993; Burden, 1995, cited in Martin, Yin & Mayall,
2006).
Behavioral management relates to pre-planned means that teachers use to
set standards for behaviors in the classroom and to enforce those standards (Laut,
1999). To be more specific, it includes setting rules, establishing a reward
structure, and providing opportunities for student input.
People management entails teachers’ efforts to develop and maintain
relationships with students, their perceptions of the students as persons and their
beliefs about what they can do to facilitate students’ personal growth. According
to Weinstein (1996, cited in Martin, Yin & Mayall, 2006), teachers should take
into consideration what their students are like by establishing a close teacherstudent relationship, which can have a positive impact on students’ academic

achievement and productive behavior (Ginott, 1972; Gordon, 1974; Glasser, 1986;
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