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ERIC Number: ED418939
Record Type: RIE
Publication Date: 1998-Jan
Pages: 15
Abstractor: N/A
Reference Count: N/A
Class Size and Teacher Graduate Study: Do These Variables Impact Teachers' Beliefs regarding Classroom Management Style?
Martin, Nancy K.; Yin, Zenong; Baldwin, Beatrice
This study investigated the relationship between class size and classroom management style and examined differences between perceived classroom management style of teachers who had and had not enrolled in a graduate course within the last 6 months. The study also investigated the construct validity of the Attitudes and Beliefs on Classroom Control (ABCC) Inventory, which measured teachers' perceptions of their classroom management beliefs and practices. Classroom management was defined as a multifaceted construct that included three broad dimensions (instructional, people, and behavior management). Data were collected from 286 teachers by using the ABCC Inventory and a demographic questionnaire. Participants, predominately Asian American and Caucasian females 23-63 years, were drawn directly from two public urban school districts in the southwest. Analyses determined a significant positive relationship between average enrollment of classes taught and scores on two of the three subscales of the ABCC Inventory. As class enrollment increased, teachers scored more controlling on the People Management and Behavior Management subscales of the ABCC. There was no significant relationship between class size and the Instructional Management subscale. Analysis of data on teachers who had and had not taken graduate courses within the last 6 months revealed no significant differences between the groups regarding the instructional, people, or behavior management subscales. (Contains 2 tables and 25 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Behavior Management
Note: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Houston, TX, January 1998).