Classroom management styles: The differences among traditionally-licensed teachers who were formally paraprofessionals and alternatively-licensed teachers

Caterria Beasley Payton

Abstract

The purpose of this study was to determine if there was a difference in the attitudes and beliefs of traditionally certified teachers who were previously assistant teachers and alternatively certified teachers regarding classroom management. The instrument used in the study was the Attitudes and Beliefs on Classroom Control Inventory -Revised and Revisited (ABCC-R) (Martin, Yin, & Mayall, 2008). The sample included 171 participants. Seventy seven of those participants were traditionally certified teachers who were previously assistant teachers, and 94 alternatively certified teachers from four school districts across the state. The study focused on two dimensions of classroom management: Instructional Management, tasks having to do with instruction and delivery (Martin, Yin, & Mayall, 2008) and People Management which pertains to teachers' beliefs about students and what teachers do to develop student-teacher relationships (Martin, Yin, & Mayall, 2008). No significant difference was found between traditional certified teacher who were previously assistant teachers and alternatively certified teachers. Therefore, the overall finding of this study is that both groups were similar in their attitudes and beliefs toward classroom management.