Classroom management styles: Differences in beliefs among traditionally licensed and alternatively licensed teachers

David Anthony Parker


The purpose of this study was to determine if there were any differences in the perceptions of alternate route and traditionally licensed teachers in the area of classroom management. The study investigated the differences between the classroom management style of teachers who were certified through the traditional university teacher-training programs and those who were certified through Mississippi's alternate route certification program using the Attitudes and Beliefs on Classroom Control (ABCC) Inventory which "is designed to measure teachers' perceptions of their classroom management beliefs and practices" (Martin & Shoho, 1999, p. 6). The study sample of this investigation consisted of 106 alternate route and 106 traditionally certified teachers, elementary and secondary, in Mississippi public school districts in the Gulf Coast Education Initiative Consortium. Surveys were received from 214 participants who were evenly split between traditional route ( n = 107) and alternate route ( n = 107) teachers. However, two surveys were deleted from the analysis due to incomplete protocols. One case from each group was deleted leaving n = 106 in each group for the final analysis. Within the area of classroom management, the study looked at three subscales: instructional management, people management, and behavior management. The instructional management dimension is a subscale measured by the ABCC Inventory that involves the tasks that teachers generally engage in while delivering instruction like monitoring students while they work, structuring the procedures of the classroom, and providing materials necessary for the instructional activity. In this study, the null hypothesis related to this category was supported as evidenced by the nearly zero effect size (eta 2 = 0.0048) and F (1, 210) = 1.024, p = .313. The people management dimension is a subscale measured by the ABCC Inventory that involves "what teachers believe about students as persons and what teachers do to enable them to develop" (Martin & Shoho, 1999, p. 4). The null hypothesis related to this category was also supported statistically and practically as evidenced by an eta 2 of 0.0022 and F (1, 210) = .461, p = .498. The behavior management dimension is a subscale measured by the ABCC inventory and is similar to discipline. However, the difference is that behavior management "focuses on planned means of preventing misbehavior rather than the teacher's reaction to it" (Martin & Shoho, 1999, p. 4). This area specifically involves the teacher making rules, creating a reward system, and allowing students' input in the process. In this study, the null hypothesis was also supported statistically, F (1, 210) = .000, p = .990), and practically with an eta2 of .0000. The overall findings of this study indicate no differences in instructional management, people management, or behavior management dimensions of classroom management between the two groups surveyed, alternately licensed teachers and traditionally licensed teachers. (Abstract shortened by UMI.)