Teaching Social Skills and Its Impact on the Classroom Management Style of Novice Teachers
Keywords:
classroom management style, social skills, student-teachers, academic motivation, academic achievementAbstract
The aim of the present study was to examine the effect of teaching social skills to student-teachers on their classroom management after entering the teaching profession. For this purpose, 32 final-year students from Farhangian University were randomly selected and assigned to two groups: experimental and control. The research began by administering the Yazdi and Ali (2008) Classroom Management Style pre-test to both groups. The experimental group underwent social skills training for eight weeks. After the training period, a post-test on classroom management style was conducted for both groups. According to the analysis of covariance, the F-value was 19.08, with a significant interaction between group and pre-test at the level of P = 0.001. The mean score for the experimental group was M = 72.37, and for the control group, it was M = 63.47, indicating that the experimental group demonstrated higher classroom management skills. Therefore, it can be concluded that social skills training has changed the classroom management style of student-teachers.
Downloads
References
Abbasi, R., Hashemi Farsi, A., & Abbasi, M. (2016). Examining Classroom Teachers with an Emphasis on Their Classroom
Management Techniques. Journal of Research Approaches in Social Sciences(6), 84-92.
https://en.civilica.com/doc/533947/
Alizadehfard, S. (2018). The Effectiveness of social skills training program on theory of communication on the ADOS and
real-world reciprocal social communication achievement. Procedia - Social and Behavioral Sciences, 29, 819-828.
https://jld.uma.ac.ir/article_684.html?lang=en
Alkın-Şahin, S., Güçlü, N. T., & Uyar, M. Y. (2022). The Predictive Relationships Between Pre-School Teachers’ Classroom
Management Skills and Their Thinking-Supportive Behaviours. International Online Journal of Primary Education, 11(2),
-425. https://doi.org/10.55020/iojpe.1158422
Anggraini, F., Mirizon, S., & Inderawati, R. (2020). Professional Development of Novice English Teacher in Junior High
School. Jurnal Pendidikan Progresif, 10(2), 233-249. https://doi.org/10.23960/jpp.v10.i2.202009
Ası, D., & Karabay, Ş. (2022). Influence of Course Content on Preschool Teacher Candidates’ Classroom Management
Strategies, Professional Beliefs and Emotion Regulation Skills. Sn Social Sciences, 2(12). https://doi.org/10.1007/s43545-
-00575-6
Badri, R., & Golparvar, F. (2016). Canonical Analysis of the Relationship Between Teachers' Beliefs About Student Bullying
and Classroom Behavior Management Strategies. 24, 127-150. https://jeps.usb.ac.ir/article_2781.html?lang=en
Baki, G. Ö., & Kılıçoğlu, E. (2023). Social and Socio-Mathematical Norms Constructed by Teachers in Classes Through the
Development of Noticing Skills. International electronic journal of mathematics education, 18(1), em0723.
https://doi.org/10.29333/iejme/12649
Bardhoshi, G., Swanston, J., & Kivlighan, D. M. (2019). Social–Behavioral Stories in the Kindergarten Classroom: An AppBased Counseling Intervention for Increasing Social Skills. Professional School Counseling, 23(1).
https://doi.org/10.1177/2156759x20919374
Barni, D., Russo, C. C., & Danioni, F. (2018). Teachers’ Values as Predictors of Classroom Management Styles: A Relative
Weight Analysis. Frontiers in psychology, 9. https://doi.org/10.3389/fpsyg.2018.01970
Baş, K. (2019). The Relationship Between Classroom Management Skills and Self-Confidence of Social Studies Teachers.
International Journal of Education and Literacy Studies, 7(4), 62. https://doi.org/10.7575/aiac.ijels.v.7n.4p.62
Battal, Ş., & Akman, B. (2022). Responsive Classroom Management Practices in the Context of Preschool Teachers’
Professional Experiences. Cukurova University Faculty of Education Journal, 51(3), 1739-1768.
https://doi.org/10.14812/cufej.1135750
Cabugsa, S. S. (2023). Teachers’ Management Styles and Pupils’ Interactions. International Journal of Research Publications,
(1). https://doi.org/10.47119/ijrp1001271620235043
Caldarella, P., Williams, L., Hansen, B. D., & Wills, H. P. (2014). Managing Student Behavior With Class-Wide FunctionRelated Intervention Teams: An Observational Study in Early Elementary Classrooms. Early Childhood Education
Journal, 43(5), 357-365. https://doi.org/10.1007/s10643-014-0664-3
Caldarella, P., Williams, L., Jolstead, K. A., & Wills, H. P. (2016). Managing Student Behavior in an Elementary School Music
Classroom: A Study of Class-Wide Function-Related Intervention Teams. Update Applications of Research in Music
Education, 35(3), 23-30. https://doi.org/10.1177/8755123315626229
Caspersen, J., & Raaen, F. D. (2013). Novice Teachers and How They Cope. Teachers and Teaching, 20(2), 189-211.
https://doi.org/10.1080/13540602.2013.848570
Hadi, M. (2016). Examining the Relationship Between Teachers' Classroom Management Styles, Self-Regulation, and
Students' Academic Achievement. Management and Entrepreneurship Studies, 2(3), 225-234.
https://doi.org/10.5539/ies.v10n1p225
Jafari, E., Khorasani, A., & Abdi, H. (2017). Structural Model of the Relationship Between Classroom Management
Competence, Self-Efficacy, and Attitudes Towards Classroom Management Among Faculty Members. Journal of
Classroom Management, 10(26), 10-23. https://doi.org/10.29252/edcj.10.26.10
Juchniewicz, J. (2010). The Influence of Social Intelligence on Effective Music Teaching. Journal of Research in Music
Education, 58(3), 276-293. https://doi.org/10.1177/0022429410378368
Juchniewicz, J. (2013). An Examination of Social Intelligence Development in Preservice Music Teachers. Journal of Music
Teacher Education, 23(2), 21-32. https://doi.org/10.1177/1057083713475628
Karamati, M. R., Ansari Zadeh, F., & Eizan, M. (2019). The Impact of Classroom Management Based on a Participatory
Approach on Academic Progress in Science. Applied Studies in Management and Development(19), 37-48.
http://ensani.ir/fa/article/417420/%D8%AA%D8%A3%D8%AB%DB%8C%D8%B1-
%D9%85%D8%AF%DB%8C%D8%B1%DB%8C%D8%AA-%DA%A9%D9%84%D8%A7%D8%B3-
%D8%AF%D8%B1%D8%B3-%D8%A8%D8%B1-%D8%A7%D8%B3%D8%A7%D8%B3-
%D8%B1%D9%88%DB%8C%DA%A9%D8%B1%D8%AF-
%D9%85%D8%B4%D8%A7%D8%B1%DA%A9%D8%AA%DB%8C-%D8%A8%D8%B1-
%D9%BE%DB%8C%D8%B4%D8%B1%D9%81%D8%AA-
%D8%AA%D8%AD%D8%B5%DB%8C%D9%84%DB%8C-%D8%AF%D8%B1%D8%B3-
%D8%B9%D9%84%D9%88%D9%85
Karasova, J., & Nehyba, J. (2023). Student-Centered Teacher Responses to Student Behavior in the Classroom: A Systematic
Review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1156530
Karimi, M. N., & Nazari, M. (2021). Scaffolding Novice L2 Teachers’ Cognitions of Classroom Management: A Sociocultural
Perspective. https://doi.org/10.21203/rs.3.rs-482245/v1
Karimzadeh, M. (2014). The Impact of Emotional-Social Skills Training on the Improvement of Primary School Teachers'
Mental Health. 4(53). https://www.sid.ir/paper/506773/fa
Khaje Dadmir, A., Nasti Zaei, N., & Pourghaz, A. (2016). The Relationship Between Classroom Management and Academic
Procrastination Among Graduate Students. 9(33), 10-19. https://edujournal.zums.ac.ir/article-1-683-fa.html
Kuster, D., Bain, C., Newton, C., & Milbrandt, M. K. (2010). Novice Art Teachers: Navigating Through the First Year. Visual
Arts Research, 36(1), 44-54. https://doi.org/10.1353/var.2010.0001
Myers, D., Freeman, J. L., Simonsen, B., & Sugai, G. (2017). Classroom Management With Exceptional Learners. TEACHING
Exceptional Children, 49(4), 223-230. https://doi.org/10.1177/0040059916685064
Nikolić-Vesković, D. (2023). Teacher's Attachment and Mentalization as the Predictors of Classroom Management Styles.
Psiholoska Istrazivanja, 26(2), 221-237. https://doi.org/10.5937/psistra26-44790
Petrík, Š., & Vašašová, Z. (2022). Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate
Dimensions. The New Educational Review, 68(2), 107-118. https://doi.org/10.15804/tner.22.68.2.08
Purwandoko, E. (2023). Classroom Management: The Impact of Transformational Leadership of Homeroom Teachers to the
Effectiveness of Class Management in High Schools. JoERI, 1(1), 24-29. https://doi.org/10.60046/joeri.v1i1.26
Sobhi Gharamaleki, N., Sajjadpour, S. H., & Pourabdel, S. (2018). Effectiveness of Social Skills Training on Improving the
Social Well-being of Bullying Students. 9(34), 1-15. https://jpmm.marvdasht.iau.ir/article_3308.html?lang=en
Zahid, S. B., Muhammad, Y., & Waqar, Y. (2022). Becoming an Effective Classroom Manager: Preservice Teachers’
Perceptions of Their Classroom Management Education and Self-Efficacy Beliefs. Sir Syed Journal of Education & Social
Research (Sjesr), 5(3), 68-77. https://doi.org/10.36902/sjesr-vol5-iss3-2022(68-77)
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Journal of Study and Innovation in Education and Development
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
