A systematic review of studies of classroom management and its consequences and influencing factors in primary schools

Document Type : Original Article

Authors

1 Department of Educational Sciences, Farhangian University, P.O. BOX 14665-889, Tehran, Iran.

2 Department of English language teaching , Farhangian University, P.O. BOX 14665-889, Tehran, Iran.

3 Department of Educational Sciences, Al-Zahra University, Tehran, Iran

Abstract

Background and Objective: This paper aims to present a clear picture of the state of classroom management, its consequences and influencing factors on teachers and students in Iranian primary schools.

Research Methodology: Classified as a systematic review, this study's statistical population includes all research exploring primary school classroom management in Iran from various perspectives. After an initial search based on entry criteria and using CASP, 31 articles were selected for systematic review from 68 initially retrieved articles. Cohen's kappa coefficient was employed to assess the quality and reliability of the chosen articles, resulting in a coefficient value of 0.81.

Findings: Findings showed that previous studies in the field of primary school classroom management have mainly focused on four key themes: the conceptualization of classroom management in elementary schools, prevalent classroom management styles among teachers, variables associated with classroom management styles, and Iranian studies have identified 42 concepts across 14 axes within five themes. Notably, the theme of classroom management challenges was relatively underrepresented in the existing literature.

Conclusion: The outcomes of this study are significant for educational policymakers, school administrators, and educational strategists. Creating a dynamic learning environment and fostering enthusiasm among primary school educators to adopt effective classroom management styles, particularly interactive approaches, can enhance psychological, academic, and performance skills.

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History

  • Receive Date: 24 February 2024
  • Revise Date: 06 March 2024
  • Accept Date: 11 March 2024

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