Reflective Practice and Job Satisfaction in Classroom Management and Discipline / Refleksivna praksa i zadovoljstvo poslom u upravljanju razredom

Abstract

Classroom management and discipline (CMD) is most often mentioned as an area of educational work in which teachers experience the most difficulties and at the same time feel the least qualified for, both during their formal education and training for the profession of a teacher as well as in their later professional training. The aim of this paper was to determine the impact of Reflective Practice (RP) on the level of job satisfaction in the field of classroom management and discipline after a professional training. The research included lower elementary and subject teachers who wished to participate in the research, i.e. those who applied voluntarily for one of the two offered professional training programmes: Classroom management and discipline and / or How to introduce changes into practice. Before making their choice, the teachers were familiarized with the content and method of work: the former programme was based on lecturing and the latter, in addition to the lecture, included participation in the workshop on reflective practice and one-month implementation of reflective practice in their own classroom using the Reflective Practice Guide. After the training, the self-assessment scale of teachers' job satisfaction in terms of CMD was applied. Only the teachers who decided to apply for one-month implementation of reflective practice (N=111) made up the sample of this research. The results did not show that reflective practice (RP) has an impact on job satisfaction of lower elementary and subject teachers and the suitability parameters of the model are not acceptable. Nevertheless, this research provided a quality foundation for further research on the observed variables as some indications that there is relationship have been found.

A Meta-Analysis of the Effects of Some Factors on Teachers’ Classroom Management Skills

“…Teachers, who feel satisfied with their job, work in a positive school climate, get motivated by their top managers and share common values and culture with their colleagues, tend to use CMSs more effectively. Study findings on job satisfaction and classroom management show that satisfied teachers use CMSs better and also teachers who use CMSs effectively get satisfied with their jobs (Bilač, & Miljkovic, 2017;Sahito & Vaisanen, 2017). Another dimension is school climate which is multi-dimensional and influences all stakeholders such as students, parents and school personnel (Marshall, 2004).…”

Student Classroom Misbehavior: Teachers' Perspective / Neprimjerena ponašanja učenika iz perspektive učitelja

“…Successful classroom management requires continuous professional education throughout an entire teacher's career because in such a way they perfect their knowledge, regularly updating it with new scientific insights, and they have a possibility to reflect on their own practices and beliefs (Charland, 2006). A research done by Bilač and Miljković (2016) has confirmend the positive influence of reflexive practice on teacher self-assessment of behaviour and satisfaction with classroom discipline management.…”