Teacher's beliefs on classroom management styles : a case study of a montessori kindergarten / Nur Haziratul Qudsiah Nor Hidan

Instructional Leadership encompasses a number of aspects in the teaching and learning process including classroom management. As an effective classroom manager the teacher needs to take into consideration the many multi-faceted constructs of classroom management including behavioural management and...

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Main Author:	Nor Hidan, Nur Haziratul Qudsiah
Format:	Thesis
Language:	English
Published:	2014
Subjects:	Habit Child study Classroom management
Online Access:	https://ir.uitm.edu.my/id/eprint/14754/1/TM_NUR%20HAZIRATUL%20QUDSIAH%20NOR%20HIDAN%20ED%2014_5.pdf
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id	my-uitm-ir.14754
record_format	uketd_dc
spelling	my-uitm-ir.147542016-09-28T04:15:15Z Teacher's beliefs on classroom management styles : a case study of a montessori kindergarten / Nur Haziratul Qudsiah Nor Hidan 2014 Nor Hidan, Nur Haziratul Qudsiah Habit Child study Classroom management Instructional Leadership encompasses a number of aspects in the teaching and learning process including classroom management. As an effective classroom manager the teacher needs to take into consideration the many multi-faceted constructs of classroom management including behavioural management and instructional management. With scant empirical research on classroom management in the Malaysian preschool context,this descriptive case study aimed to explore teachers' beliefs toward classroom management styles in a Montessori kindergarten located in the Klang Valley. Besides that, this study also investigated the challenges that teachers faced and recommended strategies for effective classroom management. This study employed a mixed-methods approach involving both quantitative and qualitative data collection instruments such as a questionnaire and semi-structured interviews. Since this was a case study, the total population was involved in the study. A total of 71 respondents responded to the questionnaire whilst another eight respondents were randomly selected from the total population for the interview sessions. Findings revealed that a majority of the teachers used the interactionalist style in classroom management. The same style was also used by the teachers in the instructional management dimension while behavioural management dimension indicated that a majority of the teachers were interventionists. T-test analysis found that there is no significant difference in classroom management style with regards to teacher's age and training attendance. However, there was a significant difference between experienced and novice teachers with regards to instructional management.Interviews further revealed that teachers face challenges such as handling mixed age group, time management, language barrier, and children behaviour. Teachers also suggested aspects such as classroom setting, behavioural management, instructional management and training to improve classroom management. In conclusion, the findings that teachers are able to apply the Montessori approach in instructional management but could do with more training in understanding the concept of Montessori in behavioural management. Therefore, it is recommended for the school management to provide sufficient training to the teachers. 2014 Thesis https://ir.uitm.edu.my/id/eprint/14754/ https://ir.uitm.edu.my/id/eprint/14754/1/TM_NUR%20HAZIRATUL%20QUDSIAH%20NOR%20HIDAN%20ED%2014_5.pdf text en public mphil masters Universiti Teknologi MARA Faculty of Education
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
topic	Habit Child study Classroom management
spellingShingle	Habit Child study Classroom management Nor Hidan, Nur Haziratul Qudsiah Teacher's beliefs on classroom management styles : a case study of a montessori kindergarten / Nur Haziratul Qudsiah Nor Hidan
description	Instructional Leadership encompasses a number of aspects in the teaching and learning process including classroom management. As an effective classroom manager the teacher needs to take into consideration the many multi-faceted constructs of classroom management including behavioural management and instructional management. With scant empirical research on classroom management in the Malaysian preschool context,this descriptive case study aimed to explore teachers' beliefs toward classroom management styles in a Montessori kindergarten located in the Klang Valley. Besides that, this study also investigated the challenges that teachers faced and recommended strategies for effective classroom management. This study employed a mixed-methods approach involving both quantitative and qualitative data collection instruments such as a questionnaire and semi-structured interviews. Since this was a case study, the total population was involved in the study. A total of 71 respondents responded to the questionnaire whilst another eight respondents were randomly selected from the total population for the interview sessions. Findings revealed that a majority of the teachers used the interactionalist style in classroom management. The same style was also used by the teachers in the instructional management dimension while behavioural management dimension indicated that a majority of the teachers were interventionists. T-test analysis found that there is no significant difference in classroom management style with regards to teacher's age and training attendance. However, there was a significant difference between experienced and novice teachers with regards to instructional management.Interviews further revealed that teachers face challenges such as handling mixed age group, time management, language barrier, and children behaviour. Teachers also suggested aspects such as classroom setting, behavioural management, instructional management and training to improve classroom management. In conclusion, the findings that teachers are able to apply the Montessori approach in instructional management but could do with more training in understanding the concept of Montessori in behavioural management. Therefore, it is recommended for the school management to provide sufficient training to the teachers.
format	Thesis
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
author	Nor Hidan, Nur Haziratul Qudsiah
author_facet	Nor Hidan, Nur Haziratul Qudsiah
author_sort	Nor Hidan, Nur Haziratul Qudsiah
title	Teacher's beliefs on classroom management styles : a case study of a montessori kindergarten / Nur Haziratul Qudsiah Nor Hidan
title_short	Teacher's beliefs on classroom management styles : a case study of a montessori kindergarten / Nur Haziratul Qudsiah Nor Hidan
title_full	Teacher's beliefs on classroom management styles : a case study of a montessori kindergarten / Nur Haziratul Qudsiah Nor Hidan
title_fullStr	Teacher's beliefs on classroom management styles : a case study of a montessori kindergarten / Nur Haziratul Qudsiah Nor Hidan
title_full_unstemmed	Teacher's beliefs on classroom management styles : a case study of a montessori kindergarten / Nur Haziratul Qudsiah Nor Hidan
title_sort	teacher's beliefs on classroom management styles : a case study of a montessori kindergarten / nur haziratul qudsiah nor hidan
granting_institution	Universiti Teknologi MARA
granting_department	Faculty of Education
publishDate	2014
url	https://ir.uitm.edu.my/id/eprint/14754/1/TM_NUR%20HAZIRATUL%20QUDSIAH%20NOR%20HIDAN%20ED%2014_5.pdf
_version_	1783733317769625600

Teacher's beliefs on classroom management styles : a case study of a montessori kindergarten / Nur Haziratul Qudsiah Nor Hidan

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