Document Details

Document Type : Thesis 
Document Title :
FEMALE SAUDI EFL TEACHERS PRACTICES OF PROACTIVE AND REACTIVE CLASSROOM MANAGEMENT STRATEGIES AND THE RELATIONSHIP TO THEIR SELF-EFFICACY
واقع ممارسات أستاذات اللغة الإنجليزية في تطبيق استراتيجيات إدارة الفصل الاستباقية والتفاعلية وعلاقة ذلك بمدى كفاءتهن الذاتية
 
Subject : English Language Institute 
Document Language : Arabic 
Abstract : Teachers’ proactive and reactive classroom management strategies are a significant component of teaching effectiveness. Teachers need to develop such strategies to structure a positive classroom environment. In addition, teachers’ self-efficacy beliefs concerning their classroom management strategies are equally significant. This research aimed to identify the teachers' effective proactive and reactive classroom management strategies. It also sought to investigate the obstacles that inhibit proactive classroom management use and identify the association between teachers’ self-efficacy and classroom management practices. The research adopted a mixed-methods paradigm, consisting of two tools: a questionnaire booklet and semi-structured interviews. The sampling included 80 teachers participated in the survey and eight teachers participated in the interviews. The results showed that teachers find proactive classroom management strategies more effective than reactive strategies. In addition, there was a difference between novice and experienced teachers’ effective classroom management strategies, in which experienced teachers found proactive strategies more effective. The findings also indicated that there are four types of obstacles that hinder proactive classroom management strategies: System-related obstacles (subject-centered curriculum and institutional rules), system/teacher related obstacles (institutional rules and teachers’ predispositions concerning E-tools such as mobile use), teacher-related (lack of understanding of the discipline plan) obstacles, and student-related obstacles (having unmotivated students). The final finding cited the positive association between teachers’ high self-efficacy and proactive classroom management application. 
Supervisor : Dr. Anas Al- Mohammadi 
Thesis Type : Master Thesis 
Publishing Year : 1443 AH
2022 AD 
Co-Supervisor : Prof. Fahad AlShareef 
Added Date : Saturday, January 28, 2023 

Researchers

Researcher Name (Arabic)Researcher Name (English)Researcher TypeDr GradeEmail
ندى جابر الاسمريAl-Asmari, Nada JaberResearcherMaster 

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