PRE SERVICE ENGLISH TEACHERS’ PERCEIVED SELF EFFICACY IN CLASSROOM MANAGEMENT = mức độ tự TIN vào NĂNG lực bản THÂN TRONG VIỆC QUẢN lý lớp học của SINH VIÊN sư PHẠM TIẾNG ANH

INTRODUCTION

R ESEARCH STATEMENT AND RATIONALE OF THE STUDY

In recent years, the teaching and learning of foreign languages, particularly English, has garnered significant attention from educators and learners in Vietnam This trend is largely attributed to Vietnam's growing international relationships with developed countries, highlighting the necessity of English proficiency for graduates Consequently, there is an increasing demand for high-quality English teachers to meet these educational needs.

Classroom management skills are vital for English teachers, as they significantly influence effective teaching and learning (Britt, 1997; Ganser, 1999; Owens et al., 2017) Mastery of these skills is especially important for pre-service teachers, whose perceptions of their classroom management abilities directly impact their teaching practices (Wang, Haertel & Walberg, 1994; Feiman-Neimeser, 2001; Baker, 2002) Research indicates that student teachers with strong beliefs in their classroom management capabilities tend to perform better in their teaching careers (Molnar, 2008; Pendergast, Garvis & Keogh, 2011) Therefore, it is crucial to explore and strengthen these beliefs among student teachers, enabling them to confidently implement effective classroom management strategies in their future classrooms.

The research is conducted at one of the most prestigious institutions which educate future language teachers in Vietnam Student teachers here are given opportunities to learn

English Language Teaching (ELT) courses focus on essential teaching skills such as methodologies, lesson planning, language assessment, and classroom management While numerous studies have explored various aspects of classroom management, including strategies employed by experienced and pre-service teachers, there is a notable gap in research regarding the self-efficacy of pre-service teachers in this area It is crucial for senior students to assess their self-efficacy levels in classroom management, particularly after informal discussions highlighting its importance among peers This research aims to investigate the perceived self-efficacy of pre-service English teachers in classroom management, addressing a significant need within the field.

A IMS AND OBJECTIVES

This study investigates the self-efficacy of mainstream senior students in classroom management, focusing on the strategies they feel most confident in after graduation It explores various aspects of classroom management and aims to understand the reasons behind their preferences through semi-structured interviews Ultimately, the research seeks to answer the question: How do pre-service teachers perceive their self-efficacy in managing a classroom?

S COPE OF THE STUDY

This study examines the beliefs of mainstream fourth-year student teachers in Hanoi regarding their classroom management abilities A total of 87 fourth-year students participated in the survey, with 8 of them also being interviewed for deeper insights.

S IGNIFICANCE OF THE STUDY

This study has both practical and theoretical contributions

Future EFL teachers can enhance their classroom management strategies by assessing their self-efficacy and reflecting on their intentions, which may support their career development The findings of this study serve as a valuable resource for EFL educators in designing courses and curricula, as well as in training By utilizing these insights, educators can make essential adjustments to optimize students' learning and the effectiveness of classroom management strategies.

Theoretically, the results of this study are expected to be able to provide additional insights concerning pre-service English teachers’ self-efficacy in classroom management.

O RGANIZATION OF THE STUDY

The paper consists of five chapters as follows:

Chapter 1: Introduction – introduces the rationale, the aims, the scope, the significance, the methodology, and the design of the study

Chapter 2: Literature review – presents a review of the literature which includes prior research and discussion relating to classroom management, self-efficacy for teaching and self-efficacy for classroom management

Chapter 3: Methodology – elaborates on the research methodology of the study, the justifications for using the explanatory design, the setting of the study, the participants, the research instruments, the data collection, the data analysis, and the ethical considerations Chapter 4: Findings and discussions – presents and discusses the results of the survey questionnaire and the interviews

Chapter 5: Conclusion – presents the summary of the study findings, implications of the study, limitations of the study, and suggestions for further research.

LITERATURE REVIEW

C ONCEPT OF CLASSROOM MANAGEMENT

Effective classroom management is a crucial element that shapes the classroom environment, significantly impacting student behavior, engagement, and learning outcomes (Wang, Haertel, & Walberg, 1994; Chambers, 2003; Brophy, 2006) This term encompasses the strategies teachers employ to manage classroom activities, maintain discipline, and foster positive interactions among students.

Classroom activities play a crucial role in defining classroom management, which involves teachers making strategic decisions to design effective teaching and learning experiences (Evertson & Weinstein, 2006; Deventer & Kruger, 2003) This concept encompasses the planning and organization of activities and procedures, as well as the process of engaging with individuals, groups, and resources to facilitate a productive learning environment (Lemmer & Pretorius, 1998; Brophy, 2006).

Classroom management is frequently defined as a set of strategies aimed at addressing disruptive student behavior, as noted by Evertson and Weinstein (2006) and Choi and Lee (2008) Additionally, it encompasses practices for maintaining order in the classroom and adhering to established rules, as highlighted by Wong and Wong (2009).

Classroom management is increasingly recognized as the dynamic interactions between teachers and students While researchers may hold varying perspectives on these interactions, there is a consensus that effective classroom management involves the ability to engage students in the learning process through both verbal and non-verbal communication (Ozcan, 2017; Erden, 2005; Evertson & Weinstein, 2006; Wong & Wong).

Effective classroom management is essential for fostering a healthy and safe environment where students can freely communicate and express their feelings Research indicates that successful managers possess the skills to maintain such an atmosphere, ensuring that interactions between teachers and learners remain non-disruptive.

Classroom management definitions vary widely, making it unlikely for one definition to encompass all study contexts Nevertheless, a common agreement exists that classroom managers have the authority to determine necessary actions and provide instructions to enhance student learning In the context of English as a Foreign Language (EFL), this study adopts the definition by Evertson and Weinstein (2006), which describes classroom management as "the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning" (p.4) This definition effectively encompasses the three key elements of classroom management and has been utilized in various related studies (e.g., Aloe, 2014; Shamina & Mumthas, 2018; Grube et al., 2018).

2.1.2 Important aspects of classroom management

Research indicates diverse perspectives on key elements of classroom management, which encompasses classroom activities, discipline, and interactions As highlighted in section 2.1.1, effective classroom management is crucial for fostering a positive learning environment.

(2018), review studies concerning important classroom management elements, suggest three main dimensions of classroom management, namely “Discipline Dimension”,

The article discusses three key dimensions in education: the "Teaching and Learning Dimension," the "Personal Dimension," and their impact on classroom dynamics The first dimension emphasizes in-class strategies for teachers to maintain order and outlines ways for parents to collaborate effectively The second dimension highlights techniques to enhance classroom organization and improve interactions during lessons Lastly, the third dimension focuses on fostering effective teacher-student communication and addressing the emotional well-being of students.

Effective classroom management is crucial for student success, as highlighted by various studies (Choi & Lee, 2008; Scrivener, 2005; Marzano et al., 2003; Díaz et al., 2018) Key to this is the establishment of clear classroom rules and procedures; without these guidelines, teachers struggle to facilitate efficient learning (Evertson et al., 2003) Implementing effective disciplinary strategies also enhances classroom management (Choi & Lee, 2018) In contrast, ineffective procedures and a lack of routine can lead to wasted time and diminished student focus (Marzano et al., 2003).

Research highlights the crucial role of rules and procedures in both home and school environments A study involving nearly 70,000 parent-child pairs by Xitan Fan and Michael Chen (2001) found that when students adhere to rules at home, instances of disruptive behavior in school significantly decline Additionally, the research indicates that effective home rules contribute to students' academic success, supporting the findings of Rosas and West (2009) regarding successful classroom management.

Extensive research has highlighted the vital role of classroom management in enhancing teaching and learning (Lemmer & Pretorius, 1998; Deventer & Kruger, 2003; Scrivener, 2005; Brophy, 2006; Díaz et al., 2018) Effective classroom settings are essential for successful educational activities, as classroom management involves continuous teaching and learning processes aimed at improving teaching quality (Deventer & Kruger, 2003) Pre-service teachers equipped with the right knowledge and skills can manage their classrooms more effectively (Lemmer & Pretorius, 1998) It is crucial for prospective educators to engage students through activities tailored to their interests, needs, and abilities (Deventer & Kruger, 2003) Consequently, a key skill for effective classroom managers is the capacity to determine the appropriate tasks and methods for instruction.

Effective classroom management heavily relies on the interactions between teachers and students Research indicates that strong teacher-student relationships significantly influence various educational outcomes (Marzano, Marzano, & Pickering, 2003; Brophy, 2006; Evertson).

A positive relationship between teachers and students significantly enhances student engagement and adherence to classroom rules (Evertson & Weinstein, 2006) Research by Sheets (1994) highlighted that many classroom issues could be mitigated through stronger teacher-student connections Consequently, fostering student socialization is crucial for effective classroom management (Brophy, 2006) Brophy emphasized that teachers should actively influence students' personal and social attitudes, beliefs, and behaviors, thereby communicating expectations and modeling desirable attributes This approach leads to improved self-discipline and a stronger sense of belonging among students, ultimately enhancing classroom quality In summary, effective communication techniques with students are essential for successful classroom management.

T HE IMPORTANCE OF CLASSROOM MANAGEMENT

Classroom management has gained significant importance in recent decades, with research highlighting its crucial role in enhancing student academic achievement (Jepson & Forrest, 2006; Hamann, 1985) Effective classroom management directly influences student outcomes, as mismanaged classrooms hinder learning (Brouwers & Tomics, 2000; Marzano, Marzano & Pickering, 2003) One of a teacher's key responsibilities is to manage the classroom effectively, which can also prevent discipline issues by engaging students with stimulating materials and activities (Jepson & Forrest, 2006) Successful classroom management fosters student cooperation, a hallmark of effective teaching (Allen, 2010) Furthermore, teachers who implement appropriate strategies can establish classroom rules that minimize misbehavior and promote independent learning (Buluc, 2004) It is essential to prepare pre-service teachers with effective classroom management skills, as inadequate techniques can hinder their ability to navigate the complexities of teaching (Shamina and Mumthas, 2018).

Classroom management is crucial for effective teaching and learning, yet it poses significant challenges for many educators (Evertson & Weinstein, 2006) Inadequate classroom management can lead to various issues, including heightened instances of violence and bullying (Allen, 2010), as well as increased stress and burnout among teachers (Hamann, 1985; Little & Akin-Little, 2008).

School violence and bullying are significant issues in education, often stemming from inadequate classroom management (Crothers & Kolbert, 2008) Poorly managed classrooms can lead to increased aggressive behavior among students, adversely affecting their academic performance, social interactions, and emotional well-being (Alvarez, 2007) Additionally, inconsistent disciplinary actions by teachers may contribute to the emergence of bullying and violent behaviors in the classroom (Kochenderfer-Ladd & Pelletier).

2008), and even misbehaviors in their life later (Goldstein, 1995) Therefore, the strategies used by teachers, whether supportive or not, are likely to have a lifelong influence on children

Inappropriate classroom management strategies contribute significantly to teacher stress and burnout, primarily due to classroom misbehavior and discipline issues Factors such as student disengagement, violence, disrespect, and noise levels exacerbate teacher stress Research indicates that teachers often feel inadequately prepared to manage these challenges, which heightens their stress levels (Merrett & Wheldall, 1993; Silvestri, 2001; Youseff, 2003) Moreover, teacher stress can negatively impact student productivity and performance (Payne, 1994) Therefore, implementing effective classroom management strategies is essential for improving teachers' mental health and enhancing the overall quality of student learning.

S ELF - EFFICACY

Since the publication of Bandura's articles in the late 1990s, self-efficacy has become a significant area of research in education Bandura was one of the first scholars to explore the concept of "efficacy," emphasizing the interrelationship between behavior, personal factors, and environmental influences through the lens of reciprocal determinism In the educational context, he defined teacher efficacy as a teacher's belief in their ability to effectively organize and execute the actions necessary for successful teaching in specific situations This concept reflects teachers' confidence in their capabilities rather than their past achievements Research indicates that higher teacher efficacy is correlated with improved teaching performance, highlighting the importance of self-efficacy in enhancing teachers' effectiveness in the classroom.

Self-efficacy in teachers encompasses both general teaching self-efficacy and personal teaching self-efficacy (Tschannen-Moran & Hoy, 2001) General teaching self-efficacy reflects teachers' beliefs in their ability to enhance student performance, enabling them to tackle challenges related to students' abilities and learning barriers (Ashton & Webb, 1986) Teachers with high self-efficacy are more likely to engage in problem-solving activities and feel a sense of pride in their accomplishments, believing that all students can learn under the right conditions (Tschannen-Moran & Hoy, 2001) In contrast, personal teaching self-efficacy pertains to teachers' self-assessments of their teaching capabilities, which directly impact their classroom management and instructional strategies (Gibson & Dembo, 1984) Teachers with lower personal self-efficacy may struggle to motivate students, leading to decreased teaching effectiveness and challenges in maintaining classroom control (Ashton & Webb, 1986).

Research on the development of teacher efficacy beliefs among pre-service teachers has gained significant attention, highlighting that the duration of a teacher's career can influence their self-efficacy levels Recent studies indicate a correlation between the length of teaching experience and the strength of self-efficacy beliefs, emphasizing the importance of understanding these dynamics in educational settings.

Research shows that the initial enthusiasm of student teachers and novice educators often diminishes during the first few months of their teaching careers, as indicated by the "Teachers’ Sense of Efficacy Scale" (Pendergast et al., 2011; Tantrarungroj & Suwannatthachote, 2012; Silvestri).

Research indicates that pre-service teachers often overestimate their self-efficacy due to a lack of practical experience, but this perception tends to decrease by the end of the semester as their understanding of the teaching profession deepens through both academic studies and teaching experiences (Pendergast et al., 2011) Providing timely and constructive feedback is essential for enhancing their self-efficacy levels (Chambers, 2003) Additionally, a positive correlation exists between pre-service teachers' academic performance and their self-efficacy beliefs, as highlighted in a study by Baris (2015), which found that those with a strong sense of self-efficacy are more likely to persevere through challenges, ultimately improving their academic outcomes.

Research on pre-service teacher efficacy has been conducted in various EFL contexts, including Taiwan, Iran, and Turkey Kulekci (2011) investigated the self-efficacy beliefs of pre-service English teachers, examining how factors such as gender, grade level, and department preference influenced these beliefs The findings revealed that strong self-efficacy among English language teachers correlated with improved academic performance and effective classroom management Similarly, Anthony and Said (2008) studied the self-efficacy levels of 155 student teachers in Iran before and after their teaching practicum, using the Teachers’ Sense of Efficacy Scale Their results indicated that self-efficacy serves as a reliable predictor of pre-service teachers' future teaching behaviors.

2.3.2 Self-efficacy for classroom management

Teacher efficacy, particularly in classroom management, has become increasingly important Classroom management self-efficacy refers to a teacher's confidence in their ability to organize the classroom, maintain order, and engage all students effectively (Marzano, Marzano, & Pickering, 2003; Owens et al., 2017) For pre-service teachers, a common concern is their low level of self-efficacy in classroom management, as many student teachers often lack adequate knowledge of effective strategies (Britt, 1997; Ganser, 1999; White).

In 1995, it was noted that the efficiency and productivity of lessons could be negatively impacted As a result, it is essential to investigate pre-service teachers' self-efficacy perceptions regarding classroom management across different contexts.

Recent studies highlight a strong connection between teachers' self-efficacy and various aspects of education, particularly classroom management Effective classroom management strategies involve instructing students, posing questions, encouraging risk-taking, providing feedback, and fostering development (Gibson & Dembo, 1984) High levels of teachers' self-efficacy are linked to positive student outcomes, as shown in research by Caprara et al (2006), which involved over 2,000 Italian high school teachers Their findings suggest that self-efficacy influences teachers' ability to create a harmonious learning environment, thereby enhancing student achievement Additionally, studies by Sewell & St-George (2000) and Usher & Pajares (2006) indicate that teachers with high self-efficacy are more engaged in classroom management strategies, positively impacting student efficacy Cheung (2008) further corroborates these findings, noting that effective classroom organization by self-efficacious teachers leads to significant improvements in academic achievement, intrinsic motivation, and students' belief in their own capabilities.

Teachers' sense of efficacy significantly influences classroom management effectiveness Research by Dollar (2012) suggests that educators with high self-efficacy are more adept at managing their classrooms than those with lower self-beliefs This highlights the importance of fostering strong self-efficacy among teachers to enhance their classroom management skills.

Teachers with higher self-efficacy demonstrate more organized classroom management practices, characterized by thorough preparation and a greater openness to student ideas, rather than a teacher-centered approach According to Shernoff and Kratochwill (2007), insufficient classroom management skills and a lack of positive reinforcement from teachers are significant contributors to student misbehavior in the classroom.

Effective teachers often provide more praise to their students and prefer to engage with them in small groups rather than addressing the entire class at once Additionally, these teachers are skilled at managing critical situations, including behavioral and learning challenges faced by students (Tschannen-Moran et al., 1998).

Research indicates a significant relationship between teachers' classroom management and their self-efficacy beliefs, with studies showing that a teacher's behavior in managing the classroom often reflects their self-efficacy levels (Henson, 2001; Gibson & Dembo, 1984; Baker, 2002) An observational study by Henry (2001) found that teachers with low self-efficacy exhibited less patience and were more critical of slow-responding students, whereas those with high self-efficacy dedicated more time and effort to support student achievements In Turkey, Incecay and Dollar (2012) demonstrated a correlation between classroom management efficacy and student teachers' readiness, while Baker (2002) highlighted that high-efficacy pre-service teachers were more inclined to implement effective strategies for managing challenging situations Furthermore, Giallo and Little (2003) reported that teachers with high self-efficacy were better equipped to handle severe student behaviors Overall, poor classroom management skills have been linked to teacher burnout and lower self-efficacy (Ross, 2002).

A report on classroom management preparation in U.S elementary education programs indicates that inadequate training in classroom management strategies results in decreased readiness among teachers To address this issue, Monroe et al (2004) propose fostering collaboration between theoretical knowledge and practical experience, such as through micro-teaching sessions.

S UMMARY

Classroom management is a critical challenge for both in-service and pre-service teachers, as highlighted by Brophy (2006) To ensure a smooth and effective learning environment, educators must develop essential knowledge and skills while maintaining a positive belief in their own abilities, as emphasized by Bandura (1996).

The literature review highlights the significant impact of prospective teachers' self-efficacy beliefs regarding classroom management on their future teaching effectiveness Teachers with high self-efficacy in classroom management are more adept at creating a conducive learning environment, positively affecting student achievement (Caprara et al., 2006) In contrast, those with lower self-efficacy often experience increased stress and burnout, as well as a higher incidence of classroom violence (Hamann, 1985; Little & Akin-Little, 2008).

Limited research has focused on pre-service teachers' self-efficacy in classroom management Therefore, it is crucial to investigate future English language teachers' beliefs regarding their self-efficacy in this area and the factors influencing these beliefs.

This study utilizes an explanatory research approach, focusing on preservice English language teachers as the participant cohort The detailed research methodology will be outlined in Chapter 3.

METHODOLOGY

T HE SETTING OF THE STUDY

This study takes place at a prestigious Vietnamese university renowned for training foreign language teachers and education specialists As one of the oldest institutions focused on English language education in the country, it has established itself as a leading center for academic excellence and innovative research in English language teaching The university's primary goal is to develop highly qualified educators equipped with language teaching knowledge and essential pedagogical skills Consequently, this research investigates classroom management and self-efficacy beliefs among pre-service teachers, aiming to enhance the overall quality of teaching and learning.

R ESEARCH DESIGN

This research utilized an explanatory design to investigate pre-service teachers' perceived self-efficacy in classroom management and the factors influencing their decisions The study involved two phases of data collection: first, quantitative data was gathered, followed by qualitative data, as outlined by Lingard, Albert, and Levinson (2008) The rationale for this approach is that qualitative data can enhance and clarify initial quantitative findings, thereby fulfilling the study's objectives.

The researcher utilized an online survey questionnaire to efficiently gather quantitative data from targeted participants, aiming to identify trends and relationships (Creswell, 2014; Goddard, 2001) A four-point Likert scale was employed to assess perceived self-efficacy in classroom management For qualitative data, semi-structured interviews were conducted, allowing for a deeper exploration of the quantitative findings (Yin, 2014) This research approach effectively analyzes the contextual meaning of the data (Punch, 2014).

T HE PARTICIPANTS OF THE STUDY

The study's participants were meticulously chosen to ensure high levels of practicality and reliability, specifically targeting final-year students in the English language education program with advanced English proficiency These participants had completed essential courses covering various teaching theories, methodologies, and classroom management strategies The research focuses on the generalized perceived beliefs regarding self-efficacy in classroom management among pre-service teachers, thus excluding student teachers in fast-track programs Consequently, only fourth-year students from the mainstream program were selected for participation.

The online survey was taken by 87 respondents or 68% of the total mainstream pre- service teacher population The gender information of the participants is illustrated in Figure 1

In the educational institution depicted in Figure 1, male student teachers represent only 6% of the total, while female teachers account for a substantial 94% This gender distribution is characteristic of the institution, where female teachers consistently outnumber their male counterparts Out of 87 respondents, 8 were selected for interviews, including 2 male and 6 female prospective teachers.

D ATA COLLECTION INSTRUMENTS

In order to answer the research question, quantitative data were collected with the use of a survey questionnaire, and qualitative data were implemented as semi-structured interviews

A questionnaire is a straightforward and versatile tool for data collection, making it a preferred method for this study (Mathiyazhagan & Nandan, 2010) It allows researchers to efficiently gather information from a large number of participants within a short timeframe Additionally, this method is cost-effective, as it eliminates the need for equipment such as recorders or tapes.

According to Bandura (1995), self-efficacy measures must be context-specific and tailored to the relevant area of application In this study, the instrument for assessing pre-service teachers' attitudes toward classroom management was adapted from the Classroom Management Questionnaire for pre and in-service teachers of English (Díaz et al., 2018) for three key reasons Firstly, this questionnaire has been validated and utilized in various studies (e.g., Turkish, 2012; Baris, 2015; Anthony & Saidi, 2008) The items in Díaz et al (2018) were developed based on four reliable sources, ensuring their credibility and relevance.

Questionnaire on Classroom Management in Early Childhood Education (Nault, 1994); Teacher Classroom Management Strategies Questionnaire (Webster-Stratton, 2012); A

Handbook for Classroom Management that Works (Marzano, Foseid, Foseid, Gaddy, &

The reliability of the selected questionnaire is notably high, with a Cronbach’s Alpha (α) of 0.91, indicating excellent consistency and suitability for measuring Classroom Management Self-efficacy among teachers (George & Mallery, 2003) Following validation, Díaz et al (2018) assert that this questionnaire effectively assesses teachers' self-efficacy in classroom management, aligning with the primary objective of this research When compared to other established scales, such as the Teachers’ Sense of Efficacy Scale and the Classroom Management Self-efficacy Scale, the questions demonstrate similar meanings and implications Furthermore, the questionnaire aligns with the English Teacher Competency Framework (ETCF) in Vietnam, particularly in its focus on conducting effective lessons that foster supportive and meaningful classroom environments This includes measuring teachers' perceived abilities to create harmonious atmospheres conducive to effective learning and socio-emotional development, as reflected in questions about engaging lesson starts and reflective activities at the end (Díaz et al., 2018, p.284).

The original questionnaire featured 60 questions across three dimensions: Discipline, Teaching and Learning, and Personal To tailor it to the research environment, a pilot survey was conducted, resulting in the removal of 5 similar items to avoid confusion The finalized questionnaire consists of two primary sections.

The initial document outlined the research details, participant demographics, and consent obtained for interview participation The subsequent document comprised 55 items categorized into three dimensions, utilizing a four-point scale for responses.

The study assessed beliefs in capabilities on a scale from weak to very strong, focusing on various dimensions of teaching effectiveness The Discipline dimension included 16 items related to classroom management The Teaching and Learning dimension was divided into two sub-dimensions: Organization of the Lesson, comprising 9 items, and Interaction During the Lesson, with 10 items Additionally, the Personal dimension featured two sub-dimensions: Teacher-Student Personal Communication and Psychological and Social Classroom Environment, each containing 10 items The survey was conducted in English, as participants demonstrated high proficiency, ensuring comprehension of the questions Given the similarities in environment, objectives, and aims, the questionnaire is considered reliable and validated for adaptation.

In section 3.3, it was noted that eight participants were invited for semi-structured interviews following an online survey These interviews aimed to explore the situation in greater depth, acknowledging the complexity and diversity of the context (Punch, 2014).

All interviewees were from the English language education program, and the questions were initially crafted in English and then translated into Vietnamese to prevent misunderstandings This approach allowed participants to express their thoughts clearly in Vietnamese The interviews aimed to uncover the reasons behind the participants' confidence levels regarding specific classroom management strategies, which were linked to their teaching practicum or internship experiences as prospective teachers For a complete list of interview questions, refer to Appendix 2.

P ROCEDURE OF DATA COLLECTION

To ensure the accuracy and consistency of the study, a structured data collection process was implemented Initially, a survey questionnaire was distributed to participants through Google Forms, optimizing time and resources Invitation emails were sent to class monitors to encourage mainstream students to participate The questionnaire included the researcher's contact information for participants needing further translation or clarification Participants were asked to provide their emails for potential follow-up interviews After collecting the quantitative data, responses were analyzed to identify candidates for interviews, focusing on those with strong beliefs or significant discrepancies in their answers Eight respondents who consented to the interview were selected, and the interview schedule was arranged by the interviewees Conducted via Zoom, the interviews were recorded, and all data were kept confidential and used solely for analysis in this study.

D ATA ANALYSIS

The survey responses were systematically recorded in an Excel worksheet and analyzed using SPSS 20.0 software The statistical data were presented as percentages, means (M), standard deviations (SD), and modes to provide a comprehensive overview of the respondents' answers (Gay, Mills, & Airasian, 2012) Following this, the interview analysis was conducted through the identification of themes and sub-themes.

E THICAL CONSIDERATIONS

To ensure ethical standards in the research, several measures were implemented, starting with obtaining informed consent from pre-service teachers, clearly outlining the study's purpose in invitation emails Participants were informed of their voluntary involvement and their right to withdraw at any time, which was reiterated in the survey questionnaire To create a comfortable environment for interviewees, they were allowed to select their preferred platforms for interviews, such as Zoom or Google Meet Additionally, transcriptions were shared with participants for proofreading prior to analysis Finally, all data collected from surveys and interviews were securely stored in password-protected folders, used solely for the purpose of this study.

FINDINGS AND DISCUSSIONS

S TUDENTS ’ PERCEIVED SELF - EFFICACY IN CLASSROOM MANAGEMENT

The survey results indicate that pre-service teachers have a high perceived level of self-efficacy in classroom management Table 1 presents the mean scores and standard deviations across various dimensions, highlighting the general self-efficacy levels of students on a four-point Likert scale.

Table 1: The Summary of Descriptive Statistics

Dimension Range of mean value Range of SD value

Table 1 reveals that the Discipline Dimension items received the lowest positive response rates, indicating a lower perceived self-efficacy in classroom management among pre-service teachers In contrast, the mean values for the other two items are higher, suggesting greater confidence in these classroom management strategies The small standard deviation values, all below 1, indicate that individual scores are closely clustered around the mean, reflecting minimal differences in student responses Furthermore, the overall reliability of the ten items within the efficacy dimension is notably high, with a Cronbach’s Alpha (α) of 0.945.

Bandura (2005) suggests that perceived self-efficacy is typically contextual and not easily generalized; however, research findings align with earlier studies (Tutyandari, 2020; Depaepe & Konig, 2018) A consensus exists among pre-service teachers regarding their confidence in classroom management techniques Notably, while student teachers feel more competent in engaging students and professional skills, their confidence in instructional strategies tends to be lower.

The following sub-sections present the results of descriptive statistics of each dimension to gain a comprehensive picture of the respondents’ perceptions

4.1.1 Pre-service teachers’ perceived self-efficacy in Discipline Dimension

The Discipline Dimension analysis reveals varied responses, with participants showing moderate to strong beliefs across different items Respondents expressed the highest confidence in utilizing nonverbal signals to address misbehavior (M = 3.16), while they felt least confident in ignoring non-disruptive misbehavior (M = 2.31) Figure 2 provides a visual summary of the mean scores and standard deviations for all items within the Discipline Dimension, with additional details available in Table 1 of Appendix 3.

Figure 2: Perceived Self-efficacy in Discipline Dimension

Pre-service teachers demonstrated strong confidence in utilizing non-verbal signals in their teaching, particularly in making eye contact and addressing inappropriate behavior, with mean values of 3.16 and 3.15, respectively The standard deviation for both skills was approximately 0.80, and the mode was 4, indicating a robust belief in their abilities These findings align with previous research in Norway, which highlighted that pre-service teachers felt assured in managing classroom behavior Additionally, 81% of respondents expressed confidence in providing positive reinforcement for appropriate behavior, while 75% felt capable of engaging students in establishing rules and procedures, with mean values of 3.14 and 3.06, respectively.

Pre-service teachers often express a lack of confidence in managing non-disruptive misbehavior, with over two-thirds reporting weak to moderate beliefs in this area (MD1.6 = 2.31, Mode D1.6 = 2, SDD1.6 = 0.88) Additionally, many pre-service teachers feel uncertain about using self-assessment forms for students to evaluate their behavior (MD1.9 = 2.46, SDD1.9 = 0.96) Interacting with students' parents is also perceived as challenging; only 8 student teachers found it easy to communicate activities for parents to do with their children at home (MD1.14 = 2.39, Mode D1.14 = 3, SDD1.14 = 0.91) Previous research highlights that discussing sensitive topics with parents is a significant area where prospective and beginning teachers often lack confidence (Rowan & Townend, 2016).

4.1.2 Pre-service teachers’ perceived self-efficacy in Teaching and Learning

Pre-service teachers exhibit a higher level of self-efficacy in the Teaching and Learning Dimension compared to the Discipline Dimension They express the greatest confidence in using verbal praise to respond to student answers, with a mean value of 3.56, while their confidence in utilizing self-assessment forms to maintain class focus is notably lower, at 2.68 Additionally, the data reveals that prospective teachers feel equally capable in both organizing lessons and interacting with students, as indicated by similar mean value ranges for these sub-dimensions.

Figure 3 illustrates the mean and SD values of the item under the sub-dimension

Figure 3: Perceived Self-efficacy in Teaching and Learning Dimension – Organization of the Lesson

The data presented in Figure 3 and Table 2 of Appendix 3 reveals that respondents exhibited a strong belief in their capability to incorporate students' prior knowledge when planning lessons tailored to their learning levels Specifically, item D2.1.2 shows a mean score of 3.52 and a mode of 4, indicating a consensus among participants on the importance of this practice, with a standard deviation of 0.57 Additionally, there was a notable prevalence of positive responses regarding the adaptation to various learning styles, such as visual and kinesthetic, as reflected in the mean score of 3.25 for item D2.1.1.

A significant 85% of respondents expressed strong beliefs in developing activities tailored to accommodate diverse learning preferences, as indicated by SDD2.1.1 = 0.75 in Table 2, Appendix 3 Research has extensively examined pre-service teachers' self-efficacy in relation to varying learning styles For instance, Siwatu (2011) discovered that prospective teachers interning in urban schools exhibited lower confidence levels compared to their suburban counterparts, yet both groups maintained high self-efficacy, aligning with the findings of this study.

The student teachers demonstrated a high level of agreement regarding the importance of clearly stating learning goals and logically sequencing activities to achieve lesson objectives, with a mean score of 3.20 While they felt confident in communicating learning goals in various ways, they struggled with allowing students to set their own goals, reflected in a mean score of 2.85 Additionally, the prospective teachers showed a need for greater confidence in employing effective seating arrangements, evidenced by a mean score of 2.76, with only 20% expressing strong beliefs in their ability to implement diverse seating strategies.

Considering the “Interaction during the lesson” sub-dimension, Figure 4 presents the mean and SD values of items under this sub-dimension

Figure 4: Perceived Self-efficacy in Teaching and Learning Dimension – Interaction During the Lesson

Pre-service teachers expressed confidence in their ability to respond to students' answers through verbal praise, as indicated by a mean score of 3.56 and a standard deviation of 0.59 (item D2.2.7, Table 2, Appendix 3) Notably, the responses from attendees showed a high level of consistency.

The item demonstrates a low standard deviation value, indicating consistency in responses Most respondents identified the use of concept questions as a key strength for assessing student understanding, as reflected in the data (MD2.2.3 = 3.44, ModeD2.2.3 = 4, and SDD2.2.3 = 0.68).

Many pre-service teachers expressed confidence in using body language to clarify instructions, as indicated by a mean score of 3.25 However, their perceived beliefs in certain teaching strategies, such as starting a lesson in an engaging way or concluding with reflection activities, were lower, with mean scores of 2.71 for lesson initiation and moderate beliefs regarding class conclusions Overall, the data suggests that while pre-service teachers feel moderately equipped in some areas, there is room for improvement in their approach to engaging students at the beginning and end of lessons.

Mean SD beliefs in how to end the class with the reflection activity with a mean of 2.68 on a four- point Likert scale

As previously discussed, pre-service teachers held quite strong beliefs in their ability to implement teaching strategies This idea contradicted the findings of Tutyandari

A study conducted in Indonesia in 2020 revealed that prospective teachers possess a moderate level of self-efficacy when it comes to selecting effective pedagogical techniques for classroom management The research aimed to explore the perceptions of pre-service teachers regarding their self-efficacy in teaching.

4.1.3 Pre-service teachers’ perceived self-efficacy in Personal Dimension

The descriptive statistics indicate that pre-service teachers generally possess positive beliefs about their classroom management abilities in the Personal Dimension, with belief levels categorized as moderate to high, reflected in mean scores ranging from 2.79 to 3.53 This trend is comparable to the Teaching and Learning Dimension Additionally, the two sub-dimensions, "Teacher-student personal communication" and "Psychological and social classroom environment," show similar mean values and modes, highlighting a consistent perception among pre-service teachers (see Table 3, Appendix 2).

Figure 5 presents the mean and the SD values of all the items under the sub- dimension “Teacher – Student personal communication”

Figure 5: Perceived Self-efficacy in Personal Dimension – Teacher – Student Personal Communication

P ERCEIVED REASONS SELF - EFFICACY IN CLASSROOM MANAGEMENT

Semi-structured interviews reveal that the factors influencing strong and weak self-efficacy beliefs among pre-service teachers are notably similar Key reasons identified include the teaching experience of the pre-service teachers, their level of self-awareness, and their emotional attributes and personal characteristics.

Pre-service teachers frequently cite teaching experience as a key factor influencing their choices, highlighting its role in both their perceived strengths and weaknesses.

Pre-service teachers believe that ample teaching practice significantly boosts their confidence in classroom management across three key dimensions: Discipline, Teaching and Learning, and Personal For instance, half of the interviewees expressed confidence in addressing student misbehavior, attributing this to their practical experiences during micro-teaching lessons They emphasized the importance of clearly communicating the consequences of rule violations, with comments like, “Whenever I set rules for the class, I always tell them what would happen if they did not follow the rules,” and “I have to add what would happen if they didn’t follow the rules And they feel like they are more obedient.”

Pre-service teachers recognize the significance of incorporating students' prior knowledge when designing learning activities, which enhances their self-efficacy Respondents noted that their positive teaching experiences allow them to effectively revise assumed knowledge, alleviating students' fears when encountering new concepts They consistently apply this understanding in lesson planning, leading to smoother and more effective learning experiences Additionally, their teaching experiences bolster their confidence in classroom management, with one interviewee sharing successful strategies for encouraging student respect.

Research consistently shows a positive correlation between the length of pre-service teachers' internships and their self-efficacy Studies by Pigge & Marso (1990), Brown et al (2005), Anthony & Said (2008), and Mahalingappa et al (2008) demonstrate that increased teaching opportunities lead to higher self-efficacy levels among pre-service teachers Additionally, findings from Giallo et al (2003) and Kim et al (2018) support this relationship, highlighting that teaching experience enhances student teachers' self-perceptions Furthermore, effective strategies during teaching practicums equip pre-service teachers with essential classroom management skills, further boosting their self-efficacy.

Insufficient hands-on practice can significantly demotivate pre-service teachers, despite their adequate teaching experience potentially enhancing their self-efficacy Interview findings reveal that many pre-service teachers attribute their lack of confidence in communicating with students' parents to their limited field experience For example, they expressed concerns such as, “Parents do not usually have time Hence, I rarely have the opportunities to do so,” and “I think I do not have much experience when talking with students’ parents Therefore, I’m unconfident in it.” Additionally, the lack of experience also hinders their ability to engage with previous teachers of the class One interviewee noted that, as a tutor, her limited interactions with other teachers led her to seek understanding of her students independently or through the Services Department, particularly since she primarily taught at English Centers.

Pre-service teachers often struggle with implementing diverse teaching techniques due to limited practical opportunities Research indicates that a lack of real-world experience and social interactions can hinder their professional growth, making them less effective educators (Ambrosetti, 2010; Liou et al., 2017).

4.2.2 Awareness of the importance of classroom management

Pre-service teachers demonstrate high self-efficacy in classroom management due to their understanding of effective techniques, as supported by previous research (Baker, 2002; Giallo & Little, 2003) During interviews, participants highlighted the significance of establishing classroom rules, with one teacher noting their confidence in using rewards and punishments to address misbehavior Others echoed this sentiment, stating that their awareness of the importance of various strategies, such as considering students' prior knowledge and fostering social values, enhanced their confidence One pre-service teacher emphasized the proverb, “Study manners first and then read and write,” which she actively implemented, further boosting her self-assurance in the classroom.

In conclusion, pre-service teachers' confidence in their ability to effectively manage classrooms stems from their understanding of the value and effectiveness of various teaching strategies This aligns with previous research, such as the findings of Tschannen-Moran and Hoy (2001), which emphasize that pre-service teachers are more efficient when they are aware of the nature and impact of their classroom practices.

Research indicates that teachers with higher self-efficacy are more adept at recognizing and addressing potential classroom errors Furthermore, when educators prioritize essential activities, they can more effectively overlook non-disruptive misbehavior while identifying disruptive actions, contributing to a harmonious classroom environment—a hallmark of successful teaching.

Self-awareness plays a crucial role in the perceived self-efficacy of pre-service teachers, particularly regarding classroom management techniques Many pre-service teachers express concerns about the efficiency of certain activities within lesson time, labeling them as "time-consuming" or "inefficient." For instance, they question the necessity of group behavior reflections or self-assessment forms, believing that students may provide unreliable feedback Consequently, this skepticism leads to infrequent implementation of these strategies, ultimately resulting in lower levels of perceived self-efficacy among pre-service teachers.

4.2.3 Emotions and characteristics of pre-service teachers

The emotions and characteristics of pre-service teachers significantly influence their decision-making, as they believe that their happiness and comfort enhance their self-efficacy in classroom management For instance, one pre-service teacher expressed joy when his students displayed obedience, while others noted that their sense of fulfillment grew when students engaged positively with classroom activities, such as storytelling or receiving tangible rewards.

Educators often implement strategies they believe will enhance student happiness, such as offering praise, which also boosts their own satisfaction and perceived self-efficacy Some teachers, recognizing their forthright nature, find it challenging to overlook misbehavior, leading to increased confidence in addressing inappropriate actions However, there is a tendency to avoid activities that disrupt classroom harmony, like criticizing incorrect answers One teacher noted that a cooperative atmosphere fosters her confidence, contributing to her effectiveness in classroom management.

Research indicates that pre-service teachers who experience more enjoyment and less anger and anxiety tend to perceive their students as more disciplined, which can enhance their self-efficacy in classroom management Studies have shown a significant correlation between the emotional experiences of pre-service teachers and their perceived self-efficacy in managing classrooms (Lee & Vlack, 2017; Frenzel et al., 2009; Sutton & Wheatley, 2003).

Pre-service teachers often feel anger, anxiety, and frustration when their teaching goals are hindered by student misconduct or lack of cooperation from parents This emotional turmoil can lead to a diminished sense of classroom management self-efficacy One interviewee highlighted the challenges of maintaining communication with uncooperative parents, describing it as a demanding task that contributes to their anxiety.

CONCLUSIONS

S UMMARY OF THE FINDINGS

The study reveals that most student teachers exhibit strong confidence in their classroom management abilities However, they feel more adept at fostering a learner-friendly environment and designing effective teaching activities than at maintaining organization through strict rules and procedures.

Student teachers believe they can enhance the teaching and learning process by using verbal praise, assessing students' prior knowledge to tailor activities, and employing concept check questions to ensure understanding However, they feel less confident in their ability to organize varied seating arrangements, initiate lessons engagingly, and conclude classes with reflective activities.

Pre-service teachers feel confident in fostering respect and social values among students through effective communication techniques like eye contact However, they express challenges in engaging with previous teachers for student insights, recognizing student achievements, and addressing students after emotional outbursts.

Pre-service teachers recognize the effectiveness of using nonverbal signals, like eye contact, to manage misbehavior and believe in the importance of involving students in rule creation while clarifying the consequences of misbehavior They also support students through incentives such as extra computer time or tangible rewards However, they express less confidence in strategies like ignoring non-disruptive behavior, facilitating self-assessment for student behavior, and guiding parental involvement to reinforce positive behavior at school.

This study identifies key factors influencing student teachers' beliefs, highlighting the role of their teaching experience, awareness of the importance of various techniques, and their emotional and personal characteristics.

P EDAGOGICAL IMPLICATIONS

This study offers valuable theoretical and practical insights into language teacher education, particularly regarding pre-service teachers' perceived self-efficacy in classroom management The framework established can be utilized in future research to assess self-efficacy levels in this area Additionally, the findings suggest that training curricula should emphasize the significance of classroom management skills in language teaching, as effective management is crucial for successful lessons To enhance their experience, prospective teachers should engage in more micro-teaching opportunities and have an extended teaching practicum period to refine their classroom management abilities, ultimately contributing to improved teaching and learning quality.

CM in real teaching contexts All of these measures are believed to reduce the anxiety levels that may lead to better classroom management (Becker et al., 2015).

L IMITATIONS AND SUGGESTIONS FOR FURTHER STUDY

Certain limitations may have affected the results, making them applicable primarily to senior mainstream students within the studied context, rather than to those in fast-track programs Additionally, the insights from just eight interviewees might not fully capture the underlying reasons behind the survey respondents' answers.

Further research is needed to investigate how self-efficacy in classroom management varies before and after the teaching practicum Additionally, a comparative analysis should be conducted between mainstream student teachers and those enrolled in the fast-track program.

C ONCLUDING REMARKS 38 REFERENCES I APPENDICES

This study utilized a survey and semi-structured interviews to examine pre-service teachers' self-efficacy in classroom management and the factors influencing their beliefs Findings indicate that while prospective teachers generally exhibit confidence in their classroom management skills, this confidence varies across different areas Key reasons for their beliefs include prior teaching experience, an awareness of the significance of classroom management, and personal emotions and traits The research aims to offer pedagogical insights that can help educators enhance the effectiveness of classroom management strategies, with an emphasis on the need for further studies to deepen understanding of student teachers' self-efficacy in this domain.

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I am Mai Thu Phuong from class 17E8 I am conducting research on Perceived Self- efficacy in Classroom management for my Bachelor Thesis

We invite you to take part in a voluntary survey focused on your perceived self-efficacy in classroom management Your participation is entirely optional, and you can withdraw at any time if you feel uncomfortable with any questions Your insights are crucial for our understanding, and we greatly value your opinions.

Your survey will be strictly confidential and data from this research will be reported only in the aggregate Your information will be coded and will remain confidential

Should you have any questions about the survey, please email me: maithuphuong2602@gmail.com

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This section invites you to express your level of agreement with various statements regarding classroom management Please select the response that most accurately represents your beliefs, with options ranging from strong agreement to strong disagreement.

- 1 for “weak beliefs in my capabilities”;

- 2 for “moderate beliefs in my capabilities”;

- 3 for “strong beliefs in my capabilities”; and

- 4 for “very strong beliefs in my capabilities”

Discipline Dimension Right now in my present teaching situation, my personal beliefs in my capabilities to is …

D1.1 involve students in establishing rules and procedures

D1.2 provide positive reinforcement to students for appropriate behavior (e.g special helper, extra computer time, tangible rewards)

D1.3 make students aware of consequences for misbehavior

(e.g loss of break time, extra classroom time)

D1.4 use class time to reflect on appropriate behavior with students as a group

D1.5 redirect inappropriate behavior on the spot, using loud voice

D1.6 ignore misbehavior that is non-disruptive to class D1.7 use short verbal cues to stop misbehavior (e.g say student’s name aloud, use “shh” sound)

D1.8 use nonverbal signals to stop misbehavior (e.g make eye contact, approach and touch disruptive students)

D1.9 use self-assessment forms for students to evaluate their own behavior (e.g checklists)

D1.10 inform parents about classroom expectations D1.11 send for parents to report inappropriate behavior

D1.12 send for parents to report good behavior

D1.13 collaborate with parents on a home-school behavior plan

D1.14 teach parents activities to do with students at home to reinforce good behavior at school

D1.15 inform parents about the policies regarding the use of mobile phones at school

D1.16 send home Teacher-to-Parent Communication letters or newsletters regarding positive and negative aspects of their children’s behavior

This section requires you to express your level of agreement with various statements regarding classroom management Please select the response that most accurately represents your beliefs, with options ranging from strong agreement to strong disagreement.

- 1 for “weak beliefs in my capabilities”;

- 2 for “moderate beliefs in my capabilities”;

- 3 for “strong beliefs in my capabilities”; and

- 4 for “very strong beliefs in my capabilities”

Teaching and Learning Dimension Right now in my present teaching situation, my personal beliefs in my capabilities to is …

Item Organization of the lesson 1 2 3 4

D2.1 take into account different learning styles when preparing the lesson

D2.2 take into account students’ previous knowledge to plan the activities based on their level D2.3 establish routines for group work when needed

D2.4 start the lesson by giving students an opportunity to set their own learning goals

D2.5 make sure that the learning goals are clearly stated for students to understand them (e.g displaying them on the board, saying them out loud)

D2.6 organize the activities into logical stages to fulfill the objectives of the lesson

D2.7 use different types of seating arrangements depending on the type of activity students are assigned to do

D2.8 create extra activities for students to work when they have completed their main task

D2.9 assign advanced students as assistants to help weaker learners in the completion of their tasks

D2.10 start the lesson in an unusual manner to catch students’ attention (e.g telling an amusing story or personal anecdote; starting in a very quiet or low voice)

D2.11 model the task to demonstrate what students are expected to do (e.g role playing the task with a student, assigning a student to demonstrate the task)

D2.12 use concept check questions to make sure instructions are understood (e.g “what do you have to do first?”, “do you have to work in pairs or in groups?”)

D2.13 use body language to make instructions understandable

D2.14 keep English simple and clear (e.g trying to pronounce every word well, using appropriate pacing according to students’ English level)

D2.15 monitor students’ work spending equal amount of time in all quadrants of the classroom

D2.16 respond to students’ answers using verbal praising

D2.17 respond to students’ incorrect answers validating students’ participation (e.g “that’s partly correct”,

D2.18 give students instructions on how to report their completed work

D2.19 finish the class with a reflection activity about the lesson (e.g written reflection, oral reflection, report on what was learnt)

This section requires you to express your level of agreement with various statements regarding classroom management Please select the response that most accurately represents your beliefs, with options ranging from strong agreement to strong disagreement.

- 1 for “weak beliefs in my capabilities”;

- 2 for “moderate beliefs in my capabilities”;

- 3 for “strong beliefs in my capabilities”; and

- 4 for “very strong beliefs in my capabilities”

Personal Dimension Right now in my present teaching situation, my personal beliefs in my capabilities to is … Item Teacher-student personal communication 1 2 3 4

D3.1 attempt to be “Me” rather than “the Teacher” to make students feel I am approachable

D3.2 learn students’ names to recognize them as individuals

D3.3 interact with students as individuals

D3.4 use eye contact to make students feel I care about what they say and do

D3.5 learn about the different types of students’ personal and social needs (e.g using ‘getting to know each other activities’, questionnaires)

D3.6 incorporate students’ personal interests into teaching

D3.7 encourage creativity and self-expression in students

D3.8 talk with students’ previous teachers to gather information about students

D3.9 praise individual accomplishments and important events in students’ lives

D3.10 talk with a student after an emotional outburst to demonstrate I am personally interested in him/her

Item Psychological and social classroom environment 1 2 3 4

D3.2.1 begin the lesson with activities to reinforce a sense of collaboration among students

D3.2.2 encourage students to be respectful one another

D3.2.3 promote positive social values (e.g helping, sharing, being patient)

D3.2.4 encourage students to reach an agreement through conversations to resolve any issue

D3.2.5 teach students to work together cooperatively toward academic goals

D3.2.6 use problem-solving scenarios with students to develop their problem-solving skills

D3.2.7 promote students’ responsibility in my classroom practice

D3.2.8 promote respect for cultural diversity in the classroom

D3.2.9 help students to become aware of their own thinking D3.2.10 help students to develop their ability to make decisions by themselves

Discipline What do you think is the most influential factor that supports or limits your confidence in [name of the strategy]? How does it affect your confidence?

What do you think is the most influential factor that supports or limits your confidence in [name of the strategy]? How does it affect your confidence?

Personal What do you think is the most influential factor that supports or limits your confidence in [name of the strategy]? How does it affect your confidence?

Code Item N Mean SD Mode

D1.1 involve students in establishing rules and procedures 87 3.06 798 3

D1.2 provide positive reinforcement to students for appropriate behavior (e.g special helper, extra computer time, tangible rewards

D1.3 make students aware of consequences for misbehavior

(e.g loss of break time, extra classroom time)

D1.4 use class time to reflect on appropriate behavior with students as a group

D1.5 redirect inappropriate behavior on the spot, using loud voice 87 2.63 966 3

D1.6 ignore misbehavior that is non- disruptive to class 87 2.31 880 2

D1.7 use short verbal cues to stop misbehavior (e.g say student’s name aloud, use “shh” sound)

D1.8 use nonverbal signals to stop misbehavior (e.g make eye contact, approach and touch disruptive students)

D1.9 use self-assessment forms for students to evaluate their own behavior (e.g checklists )

D1.10 inform parents about classroom expectations 87 2.86 795 3

D1.11 send for parents to report inappropriate behavior 87 2.87 760 3

D1.12 send for parents to report good behavior 87 3.03 754 3

D1.13 collaborate with parents on a home-school behavior plan 87 2.80 913 3

D1.14 teach parents activities to do with students at home to reinforce good behavior at school

D1.15 inform parents about the policies regarding the use of mobile phones in class

D1.16 send home Teacher-to-Parent

Communication letters or newsletters regarding positive and negative aspects of their children’s behavior

Teaching and Learning Dimension Organization of the lesson

D2.1.1 take into account different learning styles when preparing the lesson

D2.1.2 take into account students’ previous knowledge to plan the activities based on their level

D2.1.3 establish routines for group work when needed 87 3.18 724 3

D2.1.4 start the lesson by giving students an opportunity to set their own learning goals

D2.1.5 make sure that the learning goals are clearly stated for students to understand them

(e.g displaying them on the board, saying them out loud)

D2.1.6 organize the activities into logical stages to fulfill the objectives of the lesson

D2.1.7 use different types of seating arrangements depending on the type of activity students are assigned to do

D2.1.8 create extra activities for students to work on when they have completed their main task

D2.1.9 assign advanced students as assistants to help weaker learners in the completion of their tasks

D2.2.1 start the lesson in an unusual manner to catch students’ attention (e.g telling an amusing story or personal anecdote; starting in a very quiet or low voice)

D2.2.2 model the task to demonstrate what students are expected to do (e.g role playing the task with a student, assigning a student to demonstrate the task)

D2.2.3 use concept check questions to make sure instructions are understood (e.g “what do you have to do first?”, “do you have to work in pairs or in groups?”)

D2.3.4 use body language to make instructions understandable 87 3.25 796 4

D2.2.5 keep English simple and clear

(e.g trying to pronounce every word well, using appropriate pacing according to students’

D2.2.6 monitor students’ work by spending equal amount of time in all four corners of the classroom

D2.2.7 respond to students’ answers using verbal praising (e.g

D2.2.8 respond to students’ incorrect answers validating students’ participation (e.g “that’s partly correct”, “good effort”)

D2.2.9 give students instructions on how to report their completed work (e.g raise their hands)

D2.2.10 finish the class with a reflection activity about the lesson (e.g written reflection, oral reflection, report on what was learnt)

Personal Dimension Teacher-student personal communication

D3.1.1 attempt to be “Me” rather than

“the Teacher” to make students feel I am approachable

D3.1.2 learn students’ names to recognize them as individuals 87 3.44 694 4

D3.1.3 interact with students as individuals 87 3.21 780 3

D3.1.4 use eye contact to make students feel I care about what they say and do

D3.1.5 learn about the different types of students’ personal and social needs (e.g using

‘getting to know each other activities’, questionnaires)

D3.1.6 incorporate students’ personal interests into teaching 87 2.90 836 3

D3.1.7 encourage creativity and self- expression in students 87 3.17 810 3

D3.1.8 talk with students’ previous teachers to gather information about students

D3.1.9 praise individual accomplishments and important events in students’ lives

D3.1.10 talk with a student after an emotional outburst to demonstrate I am personally interested in him/her

Psychological and social classroom environment

D3.2.1 begin the lesson with activities to reinforce a sense of collaboration among students