Elementary and Secondary School Students’ Perceptions of Teachers’ Classroom Management Competencies
Keywords:
classroom management, math classes, Slovene classes, student’s perception of teacher competencies, teacher’s roles
Abstract
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.
Downloads
Download data is not yet available.
References
Anderson, C. S. (1982). The search for school climate: A review of the research. Review of Educational Research, 52(3), 368–420.
BeÄaj, J. (1999). Organizacijska struktura Å¡ole, vodenje in položaj svetovalne službe [School
organizational structure, leadership and school counsellors’ position]. In M. Resman et al. (Eds.),
Svetovalno delo v vrtcih, osnovnih in srednjih šolah (pp. 157–174). Ljubljana: Zavod RS za šolstvo.
BeÄaj, J. (2001). Razrednik in Å¡olska kultura [Classroom teacher and school culture]. Sodobna
Pedagogika, 52(1), 32–44.
Bong, M. (2005). Within-grade changes in Korean girls’ motivation and perceptions of the learning environment across domains and achievement levels. Journal of Educational Psychology, 97(4), 656–672.
Brekelmans, M., Wubbels, T., & Levy. J (1993). Student performance, attitudes, instructional strategies and teacher – communicative style. In T. Wubbels & J. Levy (Ed.), Do you know what you look like? Interpersonal relationships in education (pp. 56–63). London, UK: The Falmer Press.
Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 17–43). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
Emmer, E. T., & Gerwels, M. C. (2006). Classroom management in middle and high school classrooms. In C. M. Evertson & C. S Weinstein. (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 407–437). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
European commission (2007). SporoÄilo komisije svetu in evropskemu parlamentu: IzboljÅ¡anje kakovosti izobraževanja uÄiteljev [Improving the quality of teacher education]. COM(2007)329. Retrieved from http://eur-lex.europa.eu/LexUriServ.do?uri=COM:2007:0392:FIN:SL:PDF
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 3–15). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
Evertson, C. M., & Poole, I. R. (2008). Proactive classroom management. In T. L Good (Ed.), 21st Century Education. A Reference handbook, Volume 1 (pp. 131–139). Los Angeles, CA: Sage Publications, Inc.
Fan, W., Williams, C. M., & Corkin, D. M. (2011). A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors. Psychology in the Schools, 48(6), 632–647.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
Hamre, B. K., & Pianta, R.C. (2007). Learning opportunities in pre-school and early elementary classrooms. In R. Pianta, M. Cox, & E. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49–84). Baltimore, MD: Brookes.
Hargreaves, A. (2003). Teaching in the knowledge society. Education in the age of insecurity. Maidenhead Berkshire, UK: Open University Press.
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London, UK & New York, NY: Routledge.
Hattie, J., & Gan, M. (2010). Instruction Based on Feedback . In R. E. Mayer & P. A. Alexander (Eds.): Handbook of Research on Learning and Instruction (pp. 249-271). New York, NY and London, UK: Routledge. Retrieved from http://www.routledgehandbooks.com/doi/10.4324/9780203839089.ch13
HoÄevar, A. (2009). Concepts for school’s conduct in the case of infringement of the rules in connection with drugs. Odgojne znanosti, 11(1), 205–220.
Huges, J., N., Luo, W., Kwak, O. M., & Loyd, L. K. (2008). Teacher student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100(1), 1–14.
Jennings, P. A., & Greenberg M. T. (2009). The prosocial classroom: Teacher social and emotional
competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.
Kalin, J., ValenÄiÄ Zuljan, M., Peklaj, C., Puklek LevpuÅ¡Äek, M., & PeÄjak, S. (2007). Classroom
Management Questionnaire. Unpublished manual.
KovaÄ, M., & KovaÄ Å ebart, M. (2004). Where East meets West: controversies of textbook publishing in small former communist countries. Publishing Research Quarterly, 20(3), 40–51.
Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting students’ outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100(1), 15–19.
Lewis, R. (2006). Classroom discipline in Australia. In C. M. Evertson & C. S. Weinstein (Eds.),
Handbook of classroom management: Research, practice and contemporary issues (pp. 1193–1214). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
Marchant, G. J., Paulson, S. E., & Rothlisberg, B. A. (2001). Relations of middle school students’
perceptions of family and school contexts with academic achievement. Psychology in the School, 38(6), 505–519.
Martin, J., Sugarman, J., & McNamara, J. (2000). Models of classroom management. Principles, practices and critical considerations. Calgary, Canada: Detselig Enterprices.
Marzano, R. J. (2003). What works in schools. Translating research in action. Alexandria, VA: Association for Supervision and Curriculum Development.
Mažgon, J., & Štefanc, D. (2012). Importance of the various characteristics of educational materials: different opinions, different perspectives. TOJET: The Turkish Online Journal of Educational Technology, 11(3), 174–188.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98.
Peklaj, C. (2006). Definiranje uÄiteljskih kompetenc – zaÄetni korak za prenovo pedagoÅ¡kega Å¡tudija [Defining teacher competencies – the first step in teacher education reform]. In C. Peklaj (Ed.), Teorija in praksa v izobraževanju uÄiteljev (pp. 19–26). Ljubljana: Filozofska fakulteta, Univerza v Ljubljani.
Peklaj, C., Kalin, J., PeÄjak, S., Puklek LevpuÅ¡Äek, M., ValenÄiÄ Zuljan, M., &, KoÅ¡ir, K. (2008).
Izobraževanje uÄiteljev za nove kompetence za družbo znanja [Teacher education for new competencies for the knowledge society and the role of these competencies in educational goal attainment at school]. Ljubljana: Filozofska fakulteta (zakljuÄno poroÄilo projekta).
Pianta, R. C. (2006). Classroom management and relationships between children and teachers:
Implications for research and practice. In C. M. Evertson & C. S.Weinstein (Eds.), Handbook of
classroom management: Research, practice and contemporary issues (pp. 685–709). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
Puklek LevpuÅ¡Äek, M. (2004). The role of parents’ and teachers’ behaviour in predicting students’ motivational beliefs. 26th ISPA Annual International School Psychology Colloquium, University of Exeter.
Radovan, M. (2011). The relation between distance students’ motivation, their use of learning strategies, and academic success. TOJET: The Turkish Online Journal of Educational Technology, 10(1), 216–222.
Recommendation of the European Parliament and of the Council of 18th December 2006 on key
competencies for lifelong learning (2006). Official Journal of the European Union, L 349/10, EN, 30. 12. 2006. Retrieved from http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/I_39420061230en00100018.pdf
Roache, J. E., & Lewis, R. (2011). The carrot, the stick, or the relationship: what are the effective
disciplinary strategies? European Journal of Teacher Education, 34(2), 233–248.
Schimmel, D. (2006). Classroom management, discipline, and the law: Clarifying confusions about students’ rights and teachers’ authority. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 1005–1019). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
Soodak, L. C., & McCarthy, M. R. (2006). Classroom management in inclusive settings. In C. M.
Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and
contemporary issues (pp. 1005–1019). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates
Publishers.
Stewart, E. B. (2007). School structural characteristics: student effort, peer associations and parental involvement: the influence of school- and individual-level factors on academic achievement. Education and Urban Society, 40(2), 179–204. Retrieved from http.//eus.sagepub.com.content/40/02/179
Stransbery Beard, K., Hoy, W. K., & Woolfolk Hoy, A. (2010). Academic optimism of individual
teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136–1144.
Turner, J., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y. & Patrick, H. (2002). The
classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88–106.
UÄni naÄrt matematika. Program osnovna Å¡ola [Mathematics syllabus. Elementary school programme] (2011). Ljubljana: Ministrstvo za Å¡olstvo in Å¡port, Zavod RS za Å¡olstvo. Retrieved from http://www.mizks.gov.si/fileadmin/mizks.gov.si/pageuploads/podrocje/os/prenovljeni_UN/UN_matematika.pdf
UÄni naÄrt slovenÅ¡Äina. Program osnovna Å¡ola [Slovene language syllabus. Elementary school
programme] (2011). Ljubljana: Ministrstvo za Å¡olstvo in Å¡port, Zavod RS za Å¡olstvo. Retrieved from http://www.mizks.gov.si/fileadmin/mizks.gov.si/pageuploads/podrocje/os/prenovljeni_UN/UN_
slovenscina_OS.pdf
Urdan, T. (2004). Predictors of academic self-handicaping and achievement: Examining achievement goals, classroom goal structures, and Culture. Journal of Educational Psychology, 96(2), 251–264.
Tartwijk, J. V., Brekelmans, M., & Wubbels, T. (1998). Students’ perceptions of teacher interpersonal style: The front of the classroom as the teacher’s stage. Teaching and Teacher Education, 14(6), 607–617.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294.
Wentzel, K.R. (1998). Social support and adjustment in middle school. The role of parents, teachers and peers. Journal of Educational Psychology, 90(2), 202–209.
Wentzel. K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287–301.
Wubbels, T., Brekelmans, M. J. G., & Hooymayers, H. P. (1991). Interpersonal teacher behaviour in the classroom. In B. J. Fraser & H. Walberg (Eds.), Educational environments (pp. 141–160). London, UK: Pergamon Press.
Wubbels, T. & Levy, J. (1993). Do you know what do you look like? Interpersonal relationships in
education. London, UK: The Palmer Press.
BeÄaj, J. (1999). Organizacijska struktura Å¡ole, vodenje in položaj svetovalne službe [School
organizational structure, leadership and school counsellors’ position]. In M. Resman et al. (Eds.),
Svetovalno delo v vrtcih, osnovnih in srednjih šolah (pp. 157–174). Ljubljana: Zavod RS za šolstvo.
BeÄaj, J. (2001). Razrednik in Å¡olska kultura [Classroom teacher and school culture]. Sodobna
Pedagogika, 52(1), 32–44.
Bong, M. (2005). Within-grade changes in Korean girls’ motivation and perceptions of the learning environment across domains and achievement levels. Journal of Educational Psychology, 97(4), 656–672.
Brekelmans, M., Wubbels, T., & Levy. J (1993). Student performance, attitudes, instructional strategies and teacher – communicative style. In T. Wubbels & J. Levy (Ed.), Do you know what you look like? Interpersonal relationships in education (pp. 56–63). London, UK: The Falmer Press.
Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 17–43). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
Emmer, E. T., & Gerwels, M. C. (2006). Classroom management in middle and high school classrooms. In C. M. Evertson & C. S Weinstein. (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 407–437). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
European commission (2007). SporoÄilo komisije svetu in evropskemu parlamentu: IzboljÅ¡anje kakovosti izobraževanja uÄiteljev [Improving the quality of teacher education]. COM(2007)329. Retrieved from http://eur-lex.europa.eu/LexUriServ.do?uri=COM:2007:0392:FIN:SL:PDF
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 3–15). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
Evertson, C. M., & Poole, I. R. (2008). Proactive classroom management. In T. L Good (Ed.), 21st Century Education. A Reference handbook, Volume 1 (pp. 131–139). Los Angeles, CA: Sage Publications, Inc.
Fan, W., Williams, C. M., & Corkin, D. M. (2011). A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors. Psychology in the Schools, 48(6), 632–647.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
Hamre, B. K., & Pianta, R.C. (2007). Learning opportunities in pre-school and early elementary classrooms. In R. Pianta, M. Cox, & E. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49–84). Baltimore, MD: Brookes.
Hargreaves, A. (2003). Teaching in the knowledge society. Education in the age of insecurity. Maidenhead Berkshire, UK: Open University Press.
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London, UK & New York, NY: Routledge.
Hattie, J., & Gan, M. (2010). Instruction Based on Feedback . In R. E. Mayer & P. A. Alexander (Eds.): Handbook of Research on Learning and Instruction (pp. 249-271). New York, NY and London, UK: Routledge. Retrieved from http://www.routledgehandbooks.com/doi/10.4324/9780203839089.ch13
HoÄevar, A. (2009). Concepts for school’s conduct in the case of infringement of the rules in connection with drugs. Odgojne znanosti, 11(1), 205–220.
Huges, J., N., Luo, W., Kwak, O. M., & Loyd, L. K. (2008). Teacher student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100(1), 1–14.
Jennings, P. A., & Greenberg M. T. (2009). The prosocial classroom: Teacher social and emotional
competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.
Kalin, J., ValenÄiÄ Zuljan, M., Peklaj, C., Puklek LevpuÅ¡Äek, M., & PeÄjak, S. (2007). Classroom
Management Questionnaire. Unpublished manual.
KovaÄ, M., & KovaÄ Å ebart, M. (2004). Where East meets West: controversies of textbook publishing in small former communist countries. Publishing Research Quarterly, 20(3), 40–51.
Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting students’ outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100(1), 15–19.
Lewis, R. (2006). Classroom discipline in Australia. In C. M. Evertson & C. S. Weinstein (Eds.),
Handbook of classroom management: Research, practice and contemporary issues (pp. 1193–1214). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
Marchant, G. J., Paulson, S. E., & Rothlisberg, B. A. (2001). Relations of middle school students’
perceptions of family and school contexts with academic achievement. Psychology in the School, 38(6), 505–519.
Martin, J., Sugarman, J., & McNamara, J. (2000). Models of classroom management. Principles, practices and critical considerations. Calgary, Canada: Detselig Enterprices.
Marzano, R. J. (2003). What works in schools. Translating research in action. Alexandria, VA: Association for Supervision and Curriculum Development.
Mažgon, J., & Štefanc, D. (2012). Importance of the various characteristics of educational materials: different opinions, different perspectives. TOJET: The Turkish Online Journal of Educational Technology, 11(3), 174–188.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98.
Peklaj, C. (2006). Definiranje uÄiteljskih kompetenc – zaÄetni korak za prenovo pedagoÅ¡kega Å¡tudija [Defining teacher competencies – the first step in teacher education reform]. In C. Peklaj (Ed.), Teorija in praksa v izobraževanju uÄiteljev (pp. 19–26). Ljubljana: Filozofska fakulteta, Univerza v Ljubljani.
Peklaj, C., Kalin, J., PeÄjak, S., Puklek LevpuÅ¡Äek, M., ValenÄiÄ Zuljan, M., &, KoÅ¡ir, K. (2008).
Izobraževanje uÄiteljev za nove kompetence za družbo znanja [Teacher education for new competencies for the knowledge society and the role of these competencies in educational goal attainment at school]. Ljubljana: Filozofska fakulteta (zakljuÄno poroÄilo projekta).
Pianta, R. C. (2006). Classroom management and relationships between children and teachers:
Implications for research and practice. In C. M. Evertson & C. S.Weinstein (Eds.), Handbook of
classroom management: Research, practice and contemporary issues (pp. 685–709). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
Puklek LevpuÅ¡Äek, M. (2004). The role of parents’ and teachers’ behaviour in predicting students’ motivational beliefs. 26th ISPA Annual International School Psychology Colloquium, University of Exeter.
Radovan, M. (2011). The relation between distance students’ motivation, their use of learning strategies, and academic success. TOJET: The Turkish Online Journal of Educational Technology, 10(1), 216–222.
Recommendation of the European Parliament and of the Council of 18th December 2006 on key
competencies for lifelong learning (2006). Official Journal of the European Union, L 349/10, EN, 30. 12. 2006. Retrieved from http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/I_39420061230en00100018.pdf
Roache, J. E., & Lewis, R. (2011). The carrot, the stick, or the relationship: what are the effective
disciplinary strategies? European Journal of Teacher Education, 34(2), 233–248.
Schimmel, D. (2006). Classroom management, discipline, and the law: Clarifying confusions about students’ rights and teachers’ authority. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 1005–1019). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
Soodak, L. C., & McCarthy, M. R. (2006). Classroom management in inclusive settings. In C. M.
Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and
contemporary issues (pp. 1005–1019). Mahwah, NJ & London, UK: Lawrence Erlbaum Associates
Publishers.
Stewart, E. B. (2007). School structural characteristics: student effort, peer associations and parental involvement: the influence of school- and individual-level factors on academic achievement. Education and Urban Society, 40(2), 179–204. Retrieved from http.//eus.sagepub.com.content/40/02/179
Stransbery Beard, K., Hoy, W. K., & Woolfolk Hoy, A. (2010). Academic optimism of individual
teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136–1144.
Turner, J., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y. & Patrick, H. (2002). The
classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88–106.
UÄni naÄrt matematika. Program osnovna Å¡ola [Mathematics syllabus. Elementary school programme] (2011). Ljubljana: Ministrstvo za Å¡olstvo in Å¡port, Zavod RS za Å¡olstvo. Retrieved from http://www.mizks.gov.si/fileadmin/mizks.gov.si/pageuploads/podrocje/os/prenovljeni_UN/UN_matematika.pdf
UÄni naÄrt slovenÅ¡Äina. Program osnovna Å¡ola [Slovene language syllabus. Elementary school
programme] (2011). Ljubljana: Ministrstvo za Å¡olstvo in Å¡port, Zavod RS za Å¡olstvo. Retrieved from http://www.mizks.gov.si/fileadmin/mizks.gov.si/pageuploads/podrocje/os/prenovljeni_UN/UN_
slovenscina_OS.pdf
Urdan, T. (2004). Predictors of academic self-handicaping and achievement: Examining achievement goals, classroom goal structures, and Culture. Journal of Educational Psychology, 96(2), 251–264.
Tartwijk, J. V., Brekelmans, M., & Wubbels, T. (1998). Students’ perceptions of teacher interpersonal style: The front of the classroom as the teacher’s stage. Teaching and Teacher Education, 14(6), 607–617.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294.
Wentzel, K.R. (1998). Social support and adjustment in middle school. The role of parents, teachers and peers. Journal of Educational Psychology, 90(2), 202–209.
Wentzel. K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287–301.
Wubbels, T., Brekelmans, M. J. G., & Hooymayers, H. P. (1991). Interpersonal teacher behaviour in the classroom. In B. J. Fraser & H. Walberg (Eds.), Educational environments (pp. 141–160). London, UK: Pergamon Press.
Wubbels, T. & Levy, J. (1993). Do you know what do you look like? Interpersonal relationships in
education. London, UK: The Palmer Press.
Published
2017-12-22
How to Cite
Kalin, J., Peklaj, C., PeÄjakS., Puklek LevpuÅ¡ÄekM., & ValenÄiÄ ZuljanM. (2017). Elementary and Secondary School Students’ Perceptions of Teachers’ Classroom Management Competencies. Center for Educational Policy Studies Journal, 7(4), 37-62. https://doi.org/10.26529/cepsj.363
Section
VARIA
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.
