The modern educational field is continuously undergoing the influence of multiple factors within the social, political, economic, and technological environments. The combination of these influential forces sets elevated benchmarks for teachers who must align their work according to the demands of society. The rapid technological advancement has been one of the most challenging factors that significantly transformed the conventional ways of classroom management and instruction. The training curriculums for new teachers do not completely meet the requirements of developing necessary skills and competencies, which complicates the work of educators, especially in the sphere of classroom management. Since the number of essential qualities and skills necessary for a modern teacher to perform his or her multifaceted roles increases, it is necessary to research this issue and identify key competencies for classroom management.
Research Rationale
The rationale for the research is based on two key issues as perceived from the primary analysis of the problem. Firstly, the overall demand of increased competency level of contemporary teachers under the influence of the technological advancement and the shift of education toward online dimension, where the accessibility of information alters the learning process (Eisenman, Edwards and Cushman, 2015). Secondly, the lack of evidence-based research studies aimed at clear identification of the crucial skills and competencies required for modern teachers to perform their multifaceted roles. Given the decisive role of classroom management in the general learning outcomes of the students, this concept deserves specific attention in terms of investigation of both theoretical and practical aspects. Thus, the relevance of the proposed research project is validated by the essential role of the identified topic in the contemporary educational filed and underrepresentation of the skills and competencies’ side of the issue. The proposed research study is aimed at filling this gap by means of consistent and accurate application of research methods and design to obtain credible findings that would contribute to the facilitation of teacher training.
Project Aim and Objectives
The current research project is aimed at the identification of key skills and competencies for a teacher to perform successfully in the classroom management domain under the pressures and demands of the contemporary educational sphere. The objectives include the identification of teacher-perceived key classroom management skills and competencies and evaluation of their effectiveness based on the observation of their practical application. The scope of the research will be limited to high-school teachers. Overall, the project aims at identifying these top classroom management skills for the purpose of their further application to the facilitation of teacher training. The anticipated results of the research project include clear validation of the effectiveness and relevance of some core competencies that allow teachers to perform their roles of educators and facilitators in the conditions of the digital era.
Literature Review
The scope of academic literature allows for collecting a sufficient amount of information to build a theoretical framework for the research project. It is essential to state, that the question of the shift in the roles, competencies, and skills in the work of the modern teacher is under-addressed in the scholarly literature. Indeed, it has been found that the problematic issues and the difficulties in managing classrooms due to the lack of skills and competencies is primarily addressed from the perspective of inclusive and special education (Akalin and Sucuoglu, 2015; Gilmour et al., 2018). However, the particularities of digital era impact the work of teachers in all types of educational institutions, which is why it is essential to apply a more broad perspective when researching the topic (Amin, 2016). The overview of the literature allows for collecting theoretical basis behind the identified problem of the lack of competencies for modern teachers to execute classroom management effectively.
In the modern world overloaded with information and technologies, teachers are expected to play the roles of educators, instructors, facilitators, mediators, and managers to ensure successful learning process of the students. According to Amin (2016), there exists a global concern about the quality of education, which is manifested through the dependence of students’ learning outcomes on the quality of teachers’ work. Indeed, the teachers face the tasks of meeting the standards of curriculum, “enhancing students’ creativity, curiosity, and motivation,” preserve safety in the classroom, and build effective relationships with children, parents, colleagues, and administration (Amin, 2016, p. 40). While pursuing all these goals, they are expected to “push in the technological changes in education without posing a risk to human values (Amin, 2016, p. 41). This problematic issue is similarly addressed by Sharma (2017), who states that the digital era has posed significant challenges in front of teachers. These challenges are related to the fact that students are more knowledgeable and demanding, as well as the teaching work requires continuous learning and updating of skills. And all these challenges need to be addressed within the context of effective classroom management.
One should define the concept of classroom management to proceed with the discussion of literature findings. From the historical point of view, this is a relatively new concept that entered the scholarly narrative at the beginning of the twentieth century but gained particular attention some fifty years later (Eranil, Ozcan and Ozek, 2019). According to Sieberer-Nagler (2016), the aspects of classroom management include arranging the learning materials, applying discipline rules, creating a learning atmosphere, building communication and relationships with students, monitoring, controlling, and correcting their behavior. Therefore, the proper definition of classroom management might be as follows: “creating a good classroom and managing it in order for learning to be realized in the highest level” (Eranil, Ozcan and Ozek, 2019, p. 120). Overall, the majority of researchers agree that effective classroom management is a cornerstone of quality education and successful learning outcomes for the students, and on the contrary, poor classroom management quality disrupts student’s learning opportunities (Eisenman, Edwards and Cushman, 2015; Eranil, Ozcan and Ozek, 2019; Gilmour, 2018). Consequently, the importance of classroom management skills in modern education is difficult to overestimate.
When searching for the addressing of educational skills in scholarly literature, it has been found that it is mostly learners’ skills that are extensively discussed and analyzed. As Anagun (2018) states, the perspective of the twenty-first-century challenges is viewed from the perspective of how learners cope with them but not teachers. However, the scope of skills identified by the scholar might be applied to both educators and students. They include “problem-solving, creativity, communication, collaboration, innovation, teamwork, decision making, leadership, knowledge application, self-direction and learning how to learn” (Anagun, 2018, p. 826). Importantly, the execution of all these skills by teachers need to occur ahead of the stream of events so the educators can lead the learning process and teach the students in an effective manner.
Within this context, the shift toward digitalization and technology implementation in the classroom exposes teachers to uncertainty as per what competencies should be prioritized. The faculties preparing teachers to using educational technologies at work claim to be effective in instructing the professionals on technology use. However, the reality of the American schools and teacher training demonstrates that many young teachers “feel unprepared to use technology effectively in their classroom practice on their first day of in-service teaching” (Stokes-Beverley and Simoy, 2016, p. 8). The complexity of the roles and duties set before teachers when managing a classroom requires clarification and evidence0based justification as per the essential skill and competencies in this field. Importantly, the study conducted by Akalin and Sucuoglu (2015) vividly demonstrates that the application of programs aimed at the improvement of teachers’ classroom management skills has good results. Therefore, it is implied that the adjustment and facilitation of teachers’ practices in terms of classroom management is a flexible field, and the implications of the proposed research project will be beneficial.
Intended Methodology
The application of a mixed design is considered as the best option to investigate the identified problem from the perspective of its manifestation in the real-world setting. The combination of qualitative and quantitative data collection and analysis methods will allow for obtaining credible and reliable results (Brannen, 2017). The sampling will be non-randomized with the recruiting techniques implemented across the school teachers that would give their consent to participate. Thus, the readiness to participate will be the key determinant for the participants to be recruited. The sampling procedure will require the identification of the participants’ demographics to interpret and analyze the findings in accordance with the possible influence of participants’ age, gender, years of practice, and other characteristics.
Two methods of data collections will be applied, including survey and participant observation. The quantitative method of surveying will allow for collecting numeric data on the perception of key classroom management competencies by practising teachers (Brannen, 2017). The qualitative method of participant observation will allow for obtaining a more objective perspective on the practical application of the most important (as per survey results) competencies and skills (Brannen, 2017). Thus, the research will be conducted in two stages: firstly, the survey on subjective perception on classroom management skills’ importance; and secondly, the observation of the effectiveness of the practical application of those competencies in the classroom. The anticipated number of participants for the survey capable of meeting the project goals and objectives is 300; however, this number is flexible and might change depending on the process of recruiting and sampling. Ten to twenty participants will be chosen based on their level of practical utilization of the most important competencies for classroom management; their classroom performance will be observed by the researcher to collect qualitative data.
The data collected from the surveys will be analyzed using the SPSS software. The results will be interpreted and analyzed prior to the execution of the second stage of the research. The data collected during the classroom observation of the teachers will be categorized systemized, coded, and interpreted to identify the importance, effectiveness, and contribution to classroom management success of the observed competencies and skills. The validity and reliability of the research will be ensured by means of the triangulation method, which will allow for analyzing various data sets under different angles (Brannen, 2017). Also, careful documentation of the research findings, the combination of qualitative and quantitative approaches, and the large sample will contribute to the research validity and reliability. The expected limitations of the research are related to the relatively small sample size, the subjectivity of opinions of the participants due to factors other than professional performance, and the researcher-induced bias.
Resources and Action Plan
For the successful implementation of the research project plan, particular resources are required. In terms of staff resources, three assistants will be required to support the researcher in the process of survey conducting and data analysis. The assistants are expected to be involved in the study across all stages, starting from preparation, through participant recruiting and sampling, surveying, participant observation, and data analysis. The overall duration of all these processes is estimated to be two to three months. Thus the staff costs will include the efforts of three assistants and the researcher during these three months. Also, the expanses on the software for data analysis will be required, as well as the materials and resources, including software and gadgets for participant surveying will need to be covered. Since the qualitative stage of the research (the participant observation method) will require travel, the expenses on traveling will need to be covered. Overall, monetary resources are anticipated to reach approximately $5,000. As for the proposed action plan, it is demonstrated in Figure 1.
Figure 1. Research Project Action Plan
Reference
Akalin, S. and Sucuoglu, B. (2015) ‘Effects of classroom management intervention based on teacher training and performance feedback on outcomes of teacher-student dyads in inclusive classrooms’, Educational Sciences: Theory & Practice, 15(3), pp. 739-758.
Amin, J.N. (2016) ‘Redefining the role of teachers in the digital era’, The International Journal of Indian Psychology, 3(3), pp.40-45.
Anagun, S.S. (2018) ‘Teachers’ perceptions about the relationship between 21st century skills and managing constructivist learning environments’, International Journal of Instruction, 11(4), pp.825-840.
Brannen, J. (2017) Mixing methods: Qualitative and quantitative research. New York: Routledge.
Eranil, A.K., Ozcan, M. and Ozek, B.Y. (2019) ‘Examination of classroom management competencies of faculty of education students’, Kuram ve Uygulamada Egitim Yönetimi Dergisi, 25(1), pp.119-138.
Eisenman, G., Edwards, S. and Cushman, C.A. (2015) ‘Bringing reality to classroom management in teacher education’, Professional Educator, 39(1), pp. 1-12.
Gilmour, A.F. et al. (2019) ‘The coverage of classroom management in teacher evaluation rubrics’, Teacher Education and Special Education, 42(2), pp.161-174.
Sharma, M.M. (2018) ‘Teacher in a digital era’, Global Journal of Computer Science and Technology, 17(3), pp. 11-14.
Sieberer-Nagler, K. (2016) ‘Effective classroom-management & positive teaching’, English Language Teaching, 9(1), pp.163-172.
Stokes-Beverley, C., and Simoy, I. (2016) ‘Advancing educational technology in teacher preparation: Policy brief’, Office of Educational Technology, US Department of Education. Web.