Date
11-13-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Rebecca M. Lunde
Keywords
classroom management, culturally responsive, self-efficacy, social-emotional learning, learning environment, teacher training
Disciplines
Curriculum and Instruction | Education
Recommended Citation
Donaldson, Angela Herring, "The Relationship Between Classroom Management, Cultural Responsiveness, Teacher Self-Efficacy, and Students' Perceptions of Effective Teaching and Learning In The 21st Century Secondary Classroom: A Quantitative Correlational Study" (2024). Doctoral Dissertations and Projects. 6177.
https://digitalcommons.liberty.edu/doctoral/6177
Abstract
Effective classroom management plays a vital role in helping to create an environment that is conducive to effective teaching and learning. It is a catalyst for the effective implementation of teaching and learning strategies that result in better behavioral and academic outcomes. Ineffective classroom management strategies have resulted in teacher burnout, student disengagement, disruptive behavior, and negative academic outcomes for students. The purpose of this non-experimental quantitative predictive correlational study is to examine the relationship between the criterion variable (students’ perceptions of teaching and learning) and the predictor variables (cultural responsiveness, classroom management, and self-efficacy of each student’s teacher). The participants were five high school teachers and 104 students from grades 9-12 from an Upstate New York school district. The Culturally Responsive Classroom Management Self-Efficacy (CRCMSE) scale measures the teacher’s perception of their self-efficacy of various classroom management tasks associated with culturally responsive practices. The Panorama SEL student survey measures students’ perceptions of teaching and learning, culture and climate, and student experiences in the classroom and school. Multiple linear regression was used to analyze the data. The results revealed a statistically significant predictive relationship between teachers’ cultural responsiveness, classroom management, self-efficacy (CRCMSE) confidence levels, and student’s perceptions of teaching and learning scores in the secondary school classroom.
