Date

11-11-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Richard Jensen

Keywords

classroom management, classroom behavioral climate, Christian education, causal-comparative research, two-way ANOVA

Disciplines

Education | Educational Leadership

Abstract

The purpose of this quantitative, nonexperimental causal-comparative study was to determine whether classroom behavioral climate differed among Christian private school K–12 teachers based on Behavior Management classification, school employment setting, and the interaction between these variables. The study addressed a gap in quantitative research on classroom management and classroom behavioral climate across elementary, middle, and high school settings in Christian private education. A convenience sample of 132 teachers from Christian private schools in metropolitan Atlanta completed a Qualtrics survey containing the Behavior and Instructional Management Scale (BIMS) and the Classroom Environment Scale (CES) Form R. A two-way analysis of variance tested the main effects and their interaction. Behavior Management group had a statistically significant main effect, F(2, 122) = 5.68, p = .004, ηp² = .085; the moderate group scored significantly higher than the low group, while the high group did not differ significantly from either group. School setting and the categorical interaction were not statistically significant. The findings indicate a nuanced association between Behavior Management orientation and perceived classroom order. Further research should use broader samples, alternative measures, and continuous or multilevel analyses.

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