Predicting Student Misbehavior, Responsibility and Distraction from Schoolwork from Classroom Management Techniques: The Students’ Views

Abstract

This study reports students’ perceptions of the classroom management techniques utilized in fourteen classrooms at eight junior high schools in one province in Vietnam. It examines data from 498 students in fifteen high schools in one district in Vietnam in grades 10 to 12 to identify how teachers’ use of various management techniques, and the extent to which these relate to outcome variables - student misbehavior, responsibility and distraction from schoolwork. The results indicate that Vietnamese teachers use least punishment and aggression, and most discussion, recognition, and hinting. The results obtained from multiple regression analyses also show that techniques of the classroom management as predictors of student misbehavior, responsibility and distraction from schoolwork. Of the five classroom management techniques investigated, students’ perceptions of teachers’ use of punishment, aggression, discussion, and recognition had the most powerful effect on outcome variables. Among school management techniques, punishment and aggression negatively related to student responsibility, while discussion, recognition, and hinting positively related to student misbehavior and distraction from schoolwork. Implications of these findings are discussed.