Teacher Self-Efficacy And Classroom Management Style In Elementary School Elly Sukmanasa, Lina Novita
Pakuan University
Abstract
This study has two objectives, first to identify the extent to which elementary school teachers practice classroom management styles in their classrooms and the level of teacher self-efficacy. The second objective was to explore the relationship between classroom management style and teacher self-efficacy. This research is quantitative and conducted with a survey design. Various statistical techniques were used in this study. Pearson product moment correlation coefficient (r), mean and standard deviation were used as the main statistical technique. The findings of this study reveal that elementary school teachers in Cluster 1 of Bogor city practice an instructional classroom management style more than any other management style: behavioral management and human resource management. Furthermore, elementary school teachers in cluster 1 of Bogor city who participated in this study considered themselves to have a higher level of teacher personality than general teacher self-efficacy. Finally, teacher self-efficacy has the highest and most significant relationship with each classroom management style and overall classroom management style. However, general teacher self-efficacy was found not to be significantly correlated with each class management style and overall classroom management style.
