An examination of the relationship between preferred and observed classroom management behaviors of elementary school teachers

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1978

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The purpose of this study was to explore the relationship between the classroom management approach preferences of teachers and their classroom managerial behavior. Seven hypotheses were formulated for the study; each one tested the relationship posited to exist between a specific teacher classroom management approach preference and the teacher managerial behaviors characteristic of that approach. The seven classroom management approaches which were examined were those identified by Weber (1977). They were the: (1) authoritarian; (2) behavior modification; (3) common sense; (4) group process; (5) instructional; (6) permissive; and (7) socio-emotional climate approaches. [...]

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