Journal of Education and Research

Teachers’ Self-Efficacy and Classroom Management Practices: A Theoretical Study
Dhurba Shah 1 *
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1 Kathmandu University School of Education, Lalitpur, Nepal* Corresponding Author
Original Article

Journal of Education and Research, Volume 13, Issue 1, 2023, 8-26, https://doi.org/10.51474/jer.v13i1.661

Publication date: Mar 27, 2023

Views: 38 | Downloads: 34

How to cite this article
APA
In-text citation: (Shah, 2023)
Reference: Shah, D. (2023). Teachers’ Self-Efficacy and Classroom Management Practices: A Theoretical Study. Journal of Education and Research, 13(1), 8-26. https://doi.org/10.51474/jer.v13i1.661
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Shah D. Teachers’ Self-Efficacy and Classroom Management Practices: A Theoretical Study. Journal of Education and Research. 2023;13(1):8-26. https://doi.org/10.51474/jer.v13i1.661
AMA
In-text citation: (1), (2), (3), etc.
Reference: Shah D. Teachers’ Self-Efficacy and Classroom Management Practices: A Theoretical Study. Journal of Education and Research. 2023;13(1), 8-26. https://doi.org/10.51474/jer.v13i1.661
Chicago
In-text citation: (Shah, 2023)
Reference: Shah, Dhurba. "Teachers’ Self-Efficacy and Classroom Management Practices: A Theoretical Study". Journal of Education and Research 2023 13 no. 1 (2023): 8-26. https://doi.org/10.51474/jer.v13i1.661
Harvard
In-text citation: (Shah, 2023)
Reference: Shah, D. (2023). Teachers’ Self-Efficacy and Classroom Management Practices: A Theoretical Study. Journal of Education and Research, 13(1), pp. 8-26. https://doi.org/10.51474/jer.v13i1.661
MLA
In-text citation: (Shah, 2023)
Reference: Shah, Dhurba "Teachers’ Self-Efficacy and Classroom Management Practices: A Theoretical Study". Journal of Education and Research, vol. 13, no. 1, 2023, pp. 8-26. https://doi.org/10.51474/jer.v13i1.661
ABSTRACT
Teachers are respected as community leaders who help drive society toward social change and development. A strong sense of self-efficacy is critical to maximizing teachers’ professional contributions within and outside a school. Considering the importance of teachers’ self-efficacy and classroom management practices, I review literature that discusses teachers’ classroom management, self-efficacy, and the relationship between the two to explore these constructs theoretically. The findings from the literature show that there is a relationship between teachers’ self-efficacy and classroom management practices. Teachers with higher self-efficacy are more effective in managing a classroom resulting in improved academic achievements of students. By deeply understanding teachers’ self-efficacy and classroom management practices and acknowledging the relationship between these two constructs, school administrators can develop ways to enhance their levels and strengthen this relationship, which may, in turn, bring positive school outcomes such as students' improved academic achievement and behavioral adjustment.
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