Teaching Styles of Teachers as an Effort to Realize Effective Classroom Management in Senior Classes at MIN 1 Lombok Barat
DOI:
10.29303/jipp.v11i1.3951Published:
2026-02-05Downloads
Abstract
This study aims to examine the relationship between teachers’ teaching styles and the effectiveness of classroom management in upper-grade classes at MIN 1 Lombok Barat. The problem addressed in this research is the frequent ineffectiveness of classroom management, which is suspected to be influenced by the variations in teaching styles used by teachers. This research employed a quantitative approach with a correlational design. The population consisted of all upper-grade teachers at MIN 1 Lombok Barat, with a sample of 6 teachers selected using purposive sampling. Data were collected through a structured questionnaire adapted from validated teaching style and classroom management scales. Descriptive statistics and Pearson product-moment correlation analysis were used to analyze the data. The results indicate that most teachers tend to apply a classical teaching style, with limited use of personalized or technology-integrated approaches. The statistical analysis showed a significant positive correlation between teaching styles and classroom management effectiveness (r = 0.712, p < 0.05), suggesting that more adaptive and student-centered teaching styles contribute to better classroom control, student engagement, and learning outcomes. The study concludes that teaching styles play a critical role in shaping effective classroom management, particularly in upper elementary education contexts. This research contributes both theoretically and practically: theoretically by reinforcing the linkage between pedagogical methods and classroom dynamics, and practically by offering insights for teacher training programs and school policy development focused on instructional improvement. Further research is recommended to explore these relationships using larger sample sizes and across diverse school contexts to generalize the findings more broadly.
Keywords:
Teaching Style, Classroom management, Elementary education, Instructional strategy.References
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Ainsworth, S., & Gal, S. (2019). Classroom design and how it influences student engagement. Learning Environments Research, 22(1), 1–17. https://doi.org/10.1007/s10984-018-9261-6
Amasuomo, J. O., & Amasuomo, M. O. (2019). Impact of classroom lighting and ventilation on students' performance and health in Nigerian universities. International Journal of Research in Education and Science, 5(1), 1–10. https://doi.org/10.21890/ijres.513499
Boubekri, M., Cheung, I.N., Reid, K.J., Wang, C.-H., & Zee, P.C. (2020). Impact of windows and daylight exposure on overall health and sleep quality of office workers: A case-control pilot study. Journal of Clinical Sleep Medicine, 16(9), 1561–1567. https://doi.org/10.5664/jcsm.8494
Brooks, D. C., & Baepler, P. (2021). Flexible classroom design and student learning: A review of the evidence base. Educational Research Review, 33, 100393. https://doi.org/10.1016/j.edurev.2021.100393
Butt, M. (2019). Teacher collaboration and professional development in schools: Teachers' perceptions from Saudi Arabia. International Journal of Educational Research, 95, 139–157. https://doi.org/10.1016/j.ijer.2019.02.005
Byers, T., Imms, W., & Hartnell-Young, E. (2018). Does the space make a difference? Empirical retrospective of student perceptions of the impact of classroom design. Learning Environments Research, 21(1), 19–33. https://doi.org/10.1007/s10984-017-9249-8
Carroll, J. B. (2020). Time-on-task: A review of the concept. Educational Researcher, 49(4), 257–262. https://doi.org/10.3102/0013189X20909829
Coggins, D., Williams, J., & Wiles, J. (2020). Effective classroom management for 21st century teachers: A student-centered approach. Education and Urban Society, 52(4), 531–552. https://doi.org/10.1177/0013124519855279
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
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Dewaele, J.-M., & Mercer, S. (2018). Variation in ESL/EFL teachers' attitudes toward their students. International Journal of Applied Linguistics, 28(2), 251–262. https://doi.org/10.1111/ijal.12213
Evertson, C. M., & Weinstein, C. S. (2021). Handbook of Classroom Management: Research, Practice, and Contemporary Issues (2nd ed.). Routledge.
Freiberg, H. J., & Lapointe, J. M. (2020). Research-based programs for preventing and solving discipline problems. Theory Into Practice, 59(2), 104–114. https://doi.org/10.1080/00405841.2020.1716387
Gremmen, M. C., van den Berg, Y. H., Segers, E., & Cillessen, A. H. (2019). Considerations for classroom seating arrangements and the role of teacher characteristics and practices. Frontiers in Psychology, 10, 485. https://doi.org/10.3389/fpsyg.2019.00485
Hanaysha, J.R., & Eli, T.B. (2024). Impact of teacher lecturing skills, ICT resources, physical classroom environment and library facilities on university image: Student satisfaction as a mediator. Learning and Teaching in Higher Education: Gulf Perspectives. https://doi.org/10.1108/LTHE-03-2023-0016
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Hu, Y., & Huang, J. (2022). College students' learning perceptions and outcomes in different classroom environments: A community of inquiry perspective. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1047027
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2021). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective time management. Interactive Learning Environments, 29(6), 963–977. https://doi.org/10.1080/10494820.2019.1624242
Ismayati, L., Ameli, T., & Zanuba, ITA (2025). Teachers' Efforts to Improve the Quality of Reading, Writing, and Arithmetic Learning Through Effective Classroom Management in Lower Elementary School Grades. Didactics: Journal of Education.
Kim, H., Kim, H. J., & Lee, D. W. (2020). The effect of daylighting and student satisfaction on academic performance. Building and Environment, 167, 106437. https://doi.org/10.1016/j.buildenv.2019.106437
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2020a). Effective classroom management strategies and classroom management programs for educational practice: A meta-analysis. Review of Educational Research, 90(6), 897–946. https://doi.org/10.3102/0034654320933547
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2020b). Effective classroom management strategies and classroom management programs for educational practice: A meta-analysis of the effects of classroom management strategies and programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 90(6), 897–946. https://doi.org/10.3102/0034654320933547
Liu, Y., & Xie, J. (2025). Happiness training effect on primary school teachers' academic burnout and teaching effectiveness: narratives from teachers. BMC Psychology.
Lubis, NS, Hanafi, MS, & Hidayat, S. (2025). The Impact of the Implementation of the International Baccalaureate (IB) Curriculum on Shaping the Quality of Teacher Performance. Iqra Journal.
Marzano, R. J. (2019). The New Art and Science of Teaching: More than Fifty New Instructional Strategies for Academic Success. Solution Tree Press.
Opoku, D., Agbenyega, J. S., & Nketsia, W. (2021). Exploring teacher preparation for inclusive education in Ghana: Are we on the right track? International Journal of Inclusive Education, 25(5), 566–581. https://doi.org/10.1080/13603116.2019.1581288
Reich, J., Buttimer, C.J., Fang, A., Hillaire, G., Hirsch, K., Larke, L.R., & Slama, R. (2021). Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look. Educational Policy, 35(1), 9–39. https://doi.org/10.1177/0895904820987854
Sahin-Taskin, C. (2018). In-service preschool teachers' thoughts about planning and evaluation in early childhood education. Early Child Development and Care, 188(2), 217–230. https://doi.org/10.1080/03004430.2016.1211112
Song, Y., Wang, J., Chen, Y., Zhang, J., & Xu, C. (2025). Exploring the potential of adopting an interactive mixed-reality tool in teacher professional development. Computers & Education.
Strong, C. (2025). The impact of emotional intelligence on school teachers' effectiveness in delivering primary physical education in England. Nottingham Trent University Repository.
Subramaniam, P., & Abdullah, A. (2024). A Systematic Literature Review On Practices And Roles Of Parental Support In Fostering Learner Autonomy In Primary School English Classrooms. ResearchGate.
van Bommel, W. J. M. (2021). Non-visual biological effects of lighting and the practical meaning of lighting for schools. Lighting Research & Technology, 53(1), 97–115. https://doi.org/10.1177/1477153520916414
Veloso, L., Marques, J., & Duarte, A. (2021). The physical environment of classrooms and its impact on students' wellbeing and learning: A systematic review. Journal of New Approaches in Educational Research, 10(2), 242–265. https://doi.org/10.7821/naer.2021.7.670
Zimmerman, B. J. (2020). Becoming a self-regulated learner: An overview. Theory Into Practice, 59(2), 124–132. https://doi.org/10.1080/00405841.2020.1719914
Agbatogun, A. O. (2021). Teacher time management skills as correlates of classroom effectiveness and learners' academic engagement in selected Nigerian schools. International Journal of Educational Research Open, 2–2, 100037. https://doi.org/10.1016/j.ijedro.2020.100037
Ainsworth, S., & Gal, S. (2019). Classroom design and how it influences student engagement. Learning Environments Research, 22(1), 1–17. https://doi.org/10.1007/s10984-018-9261-6
Amasuomo, J. O., & Amasuomo, M. O. (2019). Impact of classroom lighting and ventilation on students' performance and health in Nigerian universities. International Journal of Research in Education and Science, 5(1), 1–10. https://doi.org/10.21890/ijres.513499
Boubekri, M., Cheung, I.N., Reid, K.J., Wang, C.-H., & Zee, P.C. (2020). Impact of windows and daylight exposure on overall health and sleep quality of office workers: A case-control pilot study. Journal of Clinical Sleep Medicine, 16(9), 1561–1567. https://doi.org/10.5664/jcsm.8494
Brooks, D. C., & Baepler, P. (2021). Flexible classroom design and student learning: A review of the evidence base. Educational Research Review, 33, 100393. https://doi.org/10.1016/j.edurev.2021.100393
Butt, M. (2019). Teacher collaboration and professional development in schools: Teachers' perceptions from Saudi Arabia. International Journal of Educational Research, 95, 139–157. https://doi.org/10.1016/j.ijer.2019.02.005
Byers, T., Imms, W., & Hartnell-Young, E. (2018). Does the space make a difference? Empirical retrospective of student perceptions of the impact of classroom design. Learning Environments Research, 21(1), 19–33. https://doi.org/10.1007/s10984-017-9249-8
Carroll, J. B. (2020). Time-on-task: A review of the concept. Educational Researcher, 49(4), 257–262. https://doi.org/10.3102/0013189X20909829
Coggins, D., Williams, J., & Wiles, J. (2020). Effective classroom management for 21st century teachers: A student-centered approach. Education and Urban Society, 52(4), 531–552. https://doi.org/10.1177/0013124519855279
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Deng, L., Fang, X., & Chen, X. (2022). Brain breaks as an effective strategy for promoting student engagement: Evidence from primary school classrooms. Educational Psychology, 42(4), 475–489. https://doi.org/10.1080/01443410.2021.2007779
Dewaele, J.-M., & Mercer, S. (2018). Variation in ESL/EFL teachers' attitudes toward their students. International Journal of Applied Linguistics, 28(2), 251–262. https://doi.org/10.1111/ijal.12213
Evertson, C. M., & Weinstein, C. S. (2021). Handbook of Classroom Management: Research, Practice, and Contemporary Issues (2nd ed.). Routledge.
Freiberg, H. J., & Lapointe, J. M. (2020). Research-based programs for preventing and solving discipline problems. Theory Into Practice, 59(2), 104–114. https://doi.org/10.1080/00405841.2020.1716387
Gremmen, M. C., van den Berg, Y. H., Segers, E., & Cillessen, A. H. (2019). Considerations for classroom seating arrangements and the role of teacher characteristics and practices. Frontiers in Psychology, 10, 485. https://doi.org/10.3389/fpsyg.2019.00485
Hanaysha, J.R., & Eli, T.B. (2024). Impact of teacher lecturing skills, ICT resources, physical classroom environment and library facilities on university image: Student satisfaction as a mediator. Learning and Teaching in Higher Education: Gulf Perspectives. https://doi.org/10.1108/LTHE-03-2023-0016
Harris, S. G. (2025). Building Blocks of Resilience in Novice Educators: Early School Year Experiences and Teacher Self-Efficacy. OhioLINK.
Hu, Y., & Huang, J. (2022). College students' learning perceptions and outcomes in different classroom environments: A community of inquiry perspective. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1047027
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2021). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective time management. Interactive Learning Environments, 29(6), 963–977. https://doi.org/10.1080/10494820.2019.1624242
Ismayati, L., Ameli, T., & Zanuba, ITA (2025). Teachers' Efforts to Improve the Quality of Reading, Writing, and Arithmetic Learning Through Effective Classroom Management in Lower Elementary School Grades. Didactics: Journal of Education.
Kim, H., Kim, H. J., & Lee, D. W. (2020). The effect of daylighting and student satisfaction on academic performance. Building and Environment, 167, 106437. https://doi.org/10.1016/j.buildenv.2019.106437
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2020a). Effective classroom management strategies and classroom management programs for educational practice: A meta-analysis. Review of Educational Research, 90(6), 897–946. https://doi.org/10.3102/0034654320933547
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2020b). Effective classroom management strategies and classroom management programs for educational practice: A meta-analysis of the effects of classroom management strategies and programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 90(6), 897–946. https://doi.org/10.3102/0034654320933547
Liu, Y., & Xie, J. (2025). Happiness training effect on primary school teachers' academic burnout and teaching effectiveness: narratives from teachers. BMC Psychology.
Lubis, NS, Hanafi, MS, & Hidayat, S. (2025). The Impact of the Implementation of the International Baccalaureate (IB) Curriculum on Shaping the Quality of Teacher Performance. Iqra Journal.
Marzano, R. J. (2019). The New Art and Science of Teaching: More than Fifty New Instructional Strategies for Academic Success. Solution Tree Press.
Opoku, D., Agbenyega, J. S., & Nketsia, W. (2021). Exploring teacher preparation for inclusive education in Ghana: Are we on the right track? International Journal of Inclusive Education, 25(5), 566–581. https://doi.org/10.1080/13603116.2019.1581288
Reich, J., Buttimer, C.J., Fang, A., Hillaire, G., Hirsch, K., Larke, L.R., & Slama, R. (2021). Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look. Educational Policy, 35(1), 9–39. https://doi.org/10.1177/0895904820987854
Sahin-Taskin, C. (2018). In-service preschool teachers' thoughts about planning and evaluation in early childhood education. Early Child Development and Care, 188(2), 217–230. https://doi.org/10.1080/03004430.2016.1211112
Song, Y., Wang, J., Chen, Y., Zhang, J., & Xu, C. (2025). Exploring the potential of adopting an interactive mixed-reality tool in teacher professional development. Computers & Education.
Strong, C. (2025). The impact of emotional intelligence on school teachers' effectiveness in delivering primary physical education in England. Nottingham Trent University Repository.
Subramaniam, P., & Abdullah, A. (2024). A Systematic Literature Review On Practices And Roles Of Parental Support In Fostering Learner Autonomy In Primary School English Classrooms. ResearchGate.
van Bommel, W. J. M. (2021). Non-visual biological effects of lighting and the practical meaning of lighting for schools. Lighting Research & Technology, 53(1), 97–115. https://doi.org/10.1177/1477153520916414
Veloso, L., Marques, J., & Duarte, A. (2021). The physical environment of classrooms and its impact on students' wellbeing and learning: A systematic review. Journal of New Approaches in Educational Research, 10(2), 242–265. https://doi.org/10.7821/naer.2021.7.670
Zimmerman, B. J. (2020). Becoming a self-regulated learner: An overview. Theory Into Practice, 59(2), 124–132. https://doi.org/10.1080/00405841.2020.1719914
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