An investigation of the life experiences and beliefs of teachers exhibiting effective classroom management behaviors in diverse urban schools
In order to meet the growing demands being placed on teachers and students, it is incumbent upon educators to understand how the teachers who are highly effective became so. It is through understanding the experiences of the developmental process as well as the beliefs that guide behaviors that we can enable, equip, and empower others to become effective as well. Research has identified classroom management as the variable with the greatest impact on student learning. As the manager of the classroom, the teacher has been identified as the single most important factor in student success.
This qualitative phenomenological research study used narrative inquiry to investigate the life experiences and beliefs of eight teachers who consistently exhibit effective classroom management behaviors. The findings suggested techniques that highly effective teachers have in common, life experiences that influence teachers' decisions and behaviors, and the values and beliefs that guide their management systems. Recurring story elements included showing caring behaviors; demonstrating respect; building relationships; being organized and prepared; feeling responsible for student learning; and the influence of family, spirituality, and self-efficacy.
0530: Teacher education