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" Classroom management approaches of primary teachers in the Kingdom of Saudi Arabia : "
Aldossari, Ali Tared N.
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Latin Dissertation
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| Record Number
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808534
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TLets569846
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| Main Entry
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Aldossari, Ali Tared N.
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| Title & Author
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Classroom management approaches of primary teachers in the Kingdom of Saudi Arabia :\ Aldossari, Ali Tared N.
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| College
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Durham University
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| Date
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2013
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| student score
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2013
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| Degree
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Thesis (Ph.D.)
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| Abstract
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The modern era has witnessed considerable change in the educational environment which in turn has contributed to classroom management problems for teachers. The issue of classroom management, which is one of the most common fears for teachers, has received increased attention in Saudi Arabia recently. However, it remains one of the key challenges at all stages of the education system.This research describes the reality of classroom management approaches practiced by primary teachers of upper classes (boys) with a focus on Islamic education teachers in Riyadh, Saudi Arabia. The research provides suggestions for the development of curricula and teaching methods. The questionnaire was the main instrument used supported by observing 31 teachers in order to validate the questionnaire results and have a deeper understand of the research problem. The participants included 547 teachers and 87 educational supervisors. The data were analysed using the SPSS programme. Frequencies, descriptive statistics, inferential statistics (t-test and ANOVA), Factor analysis, reliability analysis, correlation and GLM with two way interaction were used for the analysis. Results indicate that teachers and educational supervisors realise the importance of the role of classroom management approaches on the quality of teaching performance. Although teachers are attempting to be effective across a range of different circumstances there are challenges that hinder the practice of effective classroom management. For example, school buildings, both rented and state-owned, are a major problem that requires to be resolved by the government, as most buildings do not support teaching practice. This is exacerbated by the large size of classes, with up to 40 pupils being taught by one teacher. After drawing the conclusions, suggestions and recommendations are offered for improving the quality of classroom management approaches in Saudi primary schools. From the qualitative data, for example there are a number of suggestions related to classrooms and buildings, to curricula, to teaching aids and technical equipment, to training courses on classroom management, to teachers’ motivations in classroom management, to educational supervisors’ methods, and to the culture of teacher-pupil-parents relationships. Finally, future research should be conducted on aspects such as the role of the educational supervisor in developing classroom management approaches and the effect of school buildings on classroom management approaches. Furthermore, the effectiveness of the classroom environment on teaching and curriculum performance in the various stages of the education system can be carried out.
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Durham University
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