Date
4-2022
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Margaret Elizabeth Ackerman
Keywords
Highly Effective Teachers, Teacher Efficacy, Classroom Management, Instructional Management, Behavioral Management, Classroom Management Strategies
Disciplines
Education | Educational Methods
Recommended Citation
DeJean-Bowie, Stacey, "Common Attributes Among Highly Effective Middle School Teachers" (2022). Doctoral Dissertations and Projects. 3489.
https://digitalcommons.liberty.edu/doctoral/3489
Abstract
Effective classroom management and delivery of quality classroom instruction is a complex task that every teacher has to face. It is not enough to have well thought out, planned lessons. To be a highly effective teacher, an educator must inspire, motivate and captivate their students all while delivering quality information and rigorous assignments that equip students with the skills and abilities needed in the twenty-first century. At the heart of student achievement is effective teaching. A teacher's effectiveness has been traditionally measured by the level of classroom control, delivery of quality instruction, and student achievement scores. Classroom management has consistently been the focus of research in the area of an effective teacher for many years. Research has concluded that classroom management is the main element of the overall classroom environment as it influences the level of student engagement, the rate of behavioral disruptions which, in turn, affects the quality of student learning and achievement. With all of the research on educational practices, and issues that impact student engagement, research does not clearly identify a particular attribute that effective middle school teachers actually possess. The goal is being able to identify exactly what makes a teacher exceptional at what he or she does in order to train other teachers to do the same. Some researchers pursue personal beliefs, attitudes, and behaviors while others tend to focus on instructional skills, education, and strategy approach. The Behavior and Instructional Management Scale (BIMS) measures beliefs related to classroom management regarding interventionists or behavior focused management, and non-interventionists or instructional management. This scale measures the approaches teachers take with students based on their personal beliefs about child development. Teacher certification and years of experience are also factors that impact a teacher’s abilities and need to be studied. The findings of this research revealed that there is no significant differences between highly effective and proficient teachers and classroom management style as determined by the Behavioral and Instructional Management Scale (BIMS).
