Classroom Management Skills and its Relationship to Self-Efficacy among Preparatory School Teachers in Kuwait

Authors

  • Muhammad Easa Alasfour
  • Abdalla Abdul Ghafour Al-Smadi Faculty of Educational Sciences\ The University of Jordan\ Jordan

DOI:

https://doi.org/10.46515/jaes.v9i1.466

Keywords:

classroom management skills, self-efficacy, preparatory school teachers, Kuwait

Abstract

This study aimed at identifying classroom management skills and its related to self-efficacy for preparatory school teachers in Kuwait according to variables of (gender and experience level) whose number was (6422) teachers for the second of the academic year (2020/2021). The sample of the study that chosen randomly, consisted of (362) teachers, (120) male and (242) female. This study was based on the correlational descriptive methodology. Two questionnaires were developed to measure (self-efficacy, classroom management skills) since they were suitable for the nature of the study. The results revealed that the levels of classroom management skills were high with a mean of (4.51), and revealed that the levels of self-efficacy were high with a mean of (4.16).The results also indicated significant correlation between self-efficacy and classroom management skills. That there were statistically. The study revealed statistically significant differences among the (classroom discipline, planning, teaching skills, classroom organizing) for female teachers. While there were no statistically significant differences in the field of class climate depending on the gender variable. There were also statistically significant differences in the total score of the classroom management skills scale according to the teacher experience variable.

Published

2024-01-30

How to Cite

Alasfour, M. E., & Al-Smadi, A. A. G. (2024). Classroom Management Skills and its Relationship to Self-Efficacy among Preparatory School Teachers in Kuwait. Jordanian Educational Journal, 9(1), 118–141. https://doi.org/10.46515/jaes.v9i1.466

Issue

Section

Articles