Teachers with proper training in knowledge transfer to different students,
in the creation of suitable learning conditions, the motivation of students
for active cooperation and peer learning, in the formation of classroom
community, as well as independent and responsible personalities, can
provide quality education. Teacher’s classroom management competencies
largely determine the potential of achieving educational goals and
helping pupils form integral personalities. Studies show that teachers lack
competencies for classroom management and ensuring discipline in the
classroom. In the article, we present the results of empirical study on students’
perceptions on teachers’ classroom management competencies in
two different subjects, mathematics and Slovene language. A total of 907
students from elementary and secondary schools in Slovenia participated
in the study. Differences in students’ assessments have been established in
reference to school level and subject. Students’ responses show that secondary
school teachers are more focused on achieving educational goals,
while aspects of forming a suitable class climate remain less important.
The components of quality classroom management (maintenance of supportive
learning climate, trusting students) are present in Slovene classes
in a larger extent in comparison to maths classes, particularly at the elementary
school level. Secondary school students assessed the clarity of
rules, student obligations and paying attention in class higher in maths
than in Slovene. The results of student’s assessment of teacher competencies
imply a need for additional research on teachers’ classroom management
competencies in different curriculum subject.
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