This document provides an overview of Nursheha Binti Mohd Hadzri's 2014 master's thesis which examined classroom management styles of primary school teachers in Shah Alam, Malaysia. The thesis includes an introduction that defines key terms like classroom management styles and discusses the importance of classroom management. It also outlines the research objectives, questions, and limitations. A literature review covers four common classroom management styles (authoritarian, authoritative, indifferent, laissez-faire), the importance of positive classroom environments, and gaining student attention. The thesis proposes to discover the best classroom management style and how to create a positive learning environment with over 80% student attention.

1. “CLASSROOM MANAGEMENT STYLES OF PRIMARY
SCHOOL TEACHERS IN SHAH ALAM”
NURSHEHA BINTI MOHD HADZRI
MASTER OF EDUCATION IN EDUCATIONAL
MANAGEMENT AND LEADERSHIP
FACULTY OF EDUCATION
UNIVERSITI TEKNOLOGI MARA
MARCH 2014

2. Contents
Chapter 1 ....................................................................................................................................... 3
1.1 Introduction........................................................................................................................ 3
1.2 Background of the study ................................................................................................... 4
1.3 Statement of Research problem........................................................................................ 5
1.4 Research objectives............................................................................................................ 5
1.5 Research questions............................................................................................................. 6
1.6 Operational definition ....................................................................................................... 6
1.8 Significance of the Study ................................................................................................... 8
Chapter 2 ..................................................................................................................................... 10
Literature Review ....................................................................................................................... 10
2.2 Importance of classroom management .......................................................................... 10
2.2 Classroom management styles........................................................................................ 11
2.2.1 Student attention in the positive classroom environment ........................................ 13
2.5 Conclusion ........................................................................................................................ 14
Chapter 3 ..................................................................................................................................... 15
3.1 Research Design ............................................................................................................... 15
3.2 Population and Sampling ................................................................................................ 16
3.3 Instrumentation................................................................................................................ 16
3.3.1 Questionnaires.............................................................................................................. 16
3.4 Data Collection................................................................................................................. 17
3.5 Data Analysis.................................................................................................................... 18
References.................................................................................................................................... 20

3. Chapter 1
1.1 Introduction
Classroom management is the crucial of teaching skill. As teachers, they cannot
continue their lesson if the classroom full with troubles and disruptions. How good teachers
keep control their classrooms is the main point of this study. Successful classroom management
is based on shaping the classroom in a positive physical and emotional situation. Brilliant
teachers will start routines, lessons, and disciplinary tactics to get student attention. Teachers
need to encourage students to take more responsibility for their learning and behavior. So that,
teachers will use less time to correct student‟s misbehavior. If the teachers know how to control
the classroom for sure the time pro0vided will be more for teaching and learning.
There are four group classroom management styles which are authoritarian,
authoritative, laissez-faire and indifferent. Good classroom management is measured by making
proactive teaching and learning environment. Teacher skills are one of the important key of
classroom management styles. Other than that, teachers skills maybe will be based from theirs
educational background, perceptions in different fields, professional values and perspectives
about education, and teaching experiences. In one of the article, the researcher proves that
classroom management styles are related with the pupils control in classroom by teacher
(Dumlupinar, 2009).
Firstly, authoritarian classroom management is based on teacher restriction and
classroom is fully controls by the teachers. In this category, students must pay attention and
must be participate in class activities. To be more understand this category teachers have
authority to their students (Dunbar C. , 2004); (Ekici, 2004); (Hepburn, 1983); (Kris, 1997b);

4. (Moore, 1989). Secondly, in authoritative classroom management is built on teachers control
student behavior but with reasonable reasons. Even this category still using some restriction
style but the students are encouraged to be more independently and not depend on teachers at all
time (Kris, 1997b); (Ekici, 2004) . They will have mutual communication. Thirdly, laissez-faire
classroom management is teachers shown less control behavior to students. The teachers not
scold the misbehavior but they are friendly to the students. This category will have a problem in
classroom management and classes will be out of control ( (Dunbar C. , 2004); (Ekici, 2004);
(Kris, 1997b); (Moore, 1989). (Woolfolk, 1984).The last but not least, indifferent classroom
management style is based on free style teaching. The teachers are unwilling to force students to
participate in the class. Besides that, teachers also are not ready or prepared the lesson of the
subject. They just come to class and continue teach whatever they want to teach. Most of the
lesson time, teachers let the student to do whatever they willing to do. This category faced big
discipline problems and effected students‟ performance. It possibly make student not respect to
that teacher. (Dunbar C. , 2004) (Ekici, 2004); (Kris, 1997b).
1.2 Background of the study
Consequently, as teacher our main concern is to produce good students and to make
them ready face many world challenges after they finish their school time. Apart from parents,
the teachers are the next key factors, who patiently to teach and care to their students. Some
teachers will teach the same student in many years (Mansor, Zailina Hashim, Saidi Moin, &
Haslinda Abdullah, 2012).
Proactive teachers do not avoid problems in learning or problems with behavior. These
teachers accept responsibility for their students‟ successes and their students‟ failures (Brophy,

5. 1983). According to the researchers, they found that teachers who are lacked classroom
management skills will lead to the student problem behavior (Aronson, 1998).
Formally, poor classroom management result teacher‟s loss the instructional time because
most of the times are focus on student‟s disruptions and students problem. One of the studies
found that more than half of primary school class time was busy with non-learning activities, for
instance waiting, general management activities and other non-instructional activities. By one
estimate, 70 percent of teachers need to improve their classroom management skills (Aronson,
1998).
1.3 Statement of Research problem
Nowadays teachers are facing a problem in how to control the student in classroom. The
challenges in controlling student behavior in 10 years ago are different with student behavior
today.
Teacher need to improve and modify their control skills that will help them to switch
negative situation in a positive approach, hence to keep good classroom management, but in
the same time allowing students to receive best learning understandings within the chosen time
for give an instruction to them.
So, in the objective of this study will help teacher to find the best way to control student
behavior in the classroom and at that time encourages them to create positive classroom
environment.
1.4 Research objectives
The research objectives of this study are:

6. i) To discover the best classroom management styles
ii) To find the major important of positive classroom management
iii) To get more than 80% student‟s attention in the classroom
1.5 Research questions
The research questions of this study are:
i) What is the best classroom management style?
ii) What are the major important of positive classroom management?
iii) How to get more than 80% student‟s attention in the classroom?
1.6 Operational definition
1.6.1 Classroom management style
Classroom management style is also known as classroom management approach.
Teachers have to form classroom rules and procedure, and also they have to guide the students
in how to follow their instruction. Teachers need to explain very clear to students the
disadvantages of naughtiness. At that moment, teachers have to remind classroom rules to the
students in the first day of the school. It is because the first day or the first week of the school is
playing an important rule to implement classroom rules and procedures to the students. Other
than that, teachers also have to monitor classroom activities and observe students behavior. At
that point, teachers need to form more opportunities especially for students who have behavioral
problem and make them to get achievement in their learning and social behavior.
1.6.2 Teacher management styles

7. There are four types of classroom management styles which are authoritarian,
authoritative, indifferent, and laissez-faire. The authoritarian teacher will show restrictions
and controls on the student‟s behavior. Students will often have assigned seats for the entire
term. There are no deviations on the arrangements of desks and usually the desks are in straight
rows. During lesson, students have to remain in their seats at the beginning of class until the end
of the lesson period (Dunbar C. , 2004).
The authoritative teacher also shows restrictions to the students but at the same time
encourages the students to be independence (Dunbar C. , 2004) .This teacher repeatedly
describes the reasons behind each of the rules and decisions provided in the classroom.
Teachers and students will have mutual communication.
The indifferent teachers are not always involved in the classroom. This teacher likes to
use free styles teaching and they are not depending on the lesson plan provided. The indifferent
teachers feel that class preparation is not important (Dunbar C. , 2004). This teacher simply
won‟t use the preparation time and may practice the same resources, year after year. By using
this style, the teacher will face problematic discipline student and effected student‟s academic
performances.
The laissez-faire teacher will let the students to make their own decision. The words
“Do your own thing” describes this classroom (Dunbar C. , 2004). This teacher accepts the
students‟ opinions and actions and not always monitors student‟s behavior. This teacher is
friendly to their students. Most of the students will be more close their teachers. Then, the
teacher will face problem to control the noisiest of the classroom.

8. 1.7 Limitation of the study
Several limitations were detected in this study. Firstly, limitation of this study is depends
only on teachers‟ and student reported data on the questionnaire form. Only questionnaires tool
will use in this study. Actually the reported data can be supported by using other tools which are
interviewing participants and direct observation but this in study focus only on questionnaires.
Secondly, limitation is linked to the population of the study. The population of this study is
limited to the primary school teachers and student just in Shah Alam. So the results of the study
cannot be global or assume to all primary school teachers in Selangor. The effects can only show
us a general opinion and action from this particular sample.
1.8 Significance of the Study
This study is design to investigate the classroom management styles of primary school
teachers in Shah Alam. This study also plans to discover the best classroom management styles;
to find the major important of positive classroom management; to get more than 80% student‟s
attention in the classroom. The need of this study is to find better solution on problem of
classroom control.
There is an issue in education that has better reasons that concerns for all teachers,
parents and students than classroom management as the lacking of effective classroom
management skills is the major gab for a successful career in teaching (Long, 1987). For that
reason classroom management is play an important role of the school system. The success
classroom management will create positive environment in whole of the school. So,

9. successiveness of classroom management depending on the way of principal and teachers guide
their students.
There should be an improvement in the teacher‟s classroom management systems. Even
though some studies shows on classroom management that be familiar with the classroom
management theories and practices of teachers in Malaysia perception, they were lead before the
implementation of new curriculum.
1.9 Conclusion
This chapter has highlighted on the background of study, the research problem, the
research objectives, the research questions, the important of the research, the definition of main
term used in this study and the limitation of this study. The literature review related to this study
will be discussed in chapter 2.

10. Chapter 2
Literature Review
2.1 Introduction
Literature review of this study is related with three objectives of the study which are to discover
the best classroom management styles; to find the major important of positive classroom
management and to get more than 80% student‟s attention in the classroom. This chapter will
be discussed about important of classroom management, categories of classroom management
styles and student attention in positive classroom environment.
2.2 Importance of classroom management
Proactive classroom management is very important to avoid problem in learning and
student behavior. Teacher needs to concern more in managing student‟s behavior especially with
misbehavior‟s student that interfered with positive learning environment. (Shin & Koh M. S.,
2007). The foundations of teaching experiences commonly take serious in controlling students
and form a disciplined environment to get better teaching and learning situation.
Maintaining order in a classroom is a basic task of teaching as management activities
lead to the established and maintenance of those conditions in which instruction can take place
effectively and efficiently (Doyle, 1986). There is variable that encouragements school learning
and teaching and classroom management has been recognized as variable that had greatest
influences on school learning (Freiberg, 1999).
There should be clarity about what the classroom management is so its influence on
learning environment could be understood. Since classroom management is a complicated

11. concept to understand, it is defined contrarily by different writers. Conceptions of classroom
management are influenced by changes in research perspectives at various points since the late
1960s (Evertson & Harris, A. H., 1999).
2.2 Classroom management styles
There are four group classroom management styles which are authoritarian, authoritative,
laissez-faire and indifferent. First, the authoritarian teacher put gap and limit on the students.
The seating of the students will be assigned for the entire term. The arrangement of the desk in
the classroom usually in straight row and organized well by the teachers (Dunbar C. , 2004).
During lesson, students have to stay on their seat until the end of the lesson. This kind of teacher
will focus on the student discipline. Students know they should not interrupt the teacher. Since
verbal exchange and discussion are discouraged, the authoritarian‟s students do not have the
opportunity to practice communication skills. This teacher prefers strong discipline and their
expectation is very high on obedience. If the students not follow instruction, they will send to the
principal‟s office. In this classroom, students need to follow directions and no need to ask any
question. Students have to be a good listener at all the time.
Second, authoritative based on limits and controls on the student‟s behavior but
concurrently encourage the student to be more independence (Dunbar C. , 2004). Every rules,
decisions and punishment happen in the class are explaining first the reason to the student. If a
student is not listening, the teacher offers a polite but firm always reminding student not to
repeat the same thing. These teachers sometimes not take seriously on the discipline but only
after careful consideration of the circumstances. The authoritative teacher is open to
considerable verbal interaction, including critical debates. The students know that they can

12. interrupt the teacher if they have a relevant question or comment. This environment gives
students the opportunity to learn and practice communication skills.
Thirdly, indifferent teacher is not really participating in the classroom. The indifferent
teacher just doesn‟t want to impose on the students and often feels that class preparation is not
worth the effort. Things like field trips and special projects are out of the question (Dunbar C. ,
2004). This teacher will not take any necessary preparation time to gain new knowledge of
information for the students. They will recycle the lesson plan, the resources and material year
after a year. This teacher not stress on the student discipline and behavior. This category faced
big discipline problems and effected students‟ performance. It possibly make student not respect
to that teacher. (Dunbar C. , 2004) (Ekici, 2004); (Kris, 1997b).
The last but not least laissez-faire teacher places few demand or controls on the
students. “Do your own thing” describes this classroom (Dunbar C. , 2004). This teacher
accepts the students‟ actions and not monitors the student‟s behavior properly. The teacher tries
not to hurt the students‟ feelings and has difficulty saying no or enforcing rules. If a student
disrupts the class, the teacher may assume that the student is not getting enough attention. When
a student interrupts a lecture, the teacher accepts the interruption with the belief that the student
must surely have something valuable to add. When discipline is offered, it is likely to be
inconsistent. This category faced big discipline problems and effected students‟ performance. It
also possibly make student not respect to that teacher. (Dunbar C. , 2004) (Ekici, 2004); (Kris,
1997b).

13. 2.2.1 Student attention in the positive classroom environment
A good classroom management system recognizes the close relationship between positive
behavior and effective instruction. In the process of teaching and learning, teachers often
face various problems related to students. All the approaches from teachers are plays an
important role in maintaining students' interest in learning.
According to Burns (2005), as well as teachers focus on methods of l classroom control ,
lesson planning and maintaining attention students in the classroom, how teachers assess student
performance also very important.
Teachers should also provide the space or environment that makes students feel
comfortable without a doubt to ask assistance (Froster, 1995). According to Bernard (1995),
atmosphere contains elements of caring, support, hope and opportunities for students to engage
in all learning activities can help the healthy development of personality of students.
As a student of course they expect attention of teachers, in or outside the classroom.
According Marzita (2002) students get frustrated when teachers are too busy teaching but do not
give attention to the needs of students while learning. Student frustrated and marginalized they
were not like the lesson considered being a difficult and intimidating subject. Gina and Shuki
(2009) list a variety of ways teachers and students can interact, including:
1. Encourage discussion in the classroom and discuss the strengths and weaknesses of the
assignment together.
2. Showing an example of a good assignment.
3. Small group discussions, so that detailed information should be directed to parties
involved with discussion.

14. 4. Provide individual interventions to students do not feel embarrassed when discussion
with friends.
2.5 Conclusion
Researchers from previous study proved most of primary school teacher preferred to use
authoritarian classroom management styles to control the classroom. From the four-category
classroom management styles, the author said that primary school teachers shown authoritarian
classroom management style as their common style. The decision is followed by authoritative,
laissez-faire and indifferent classroom management styles.
Regarding to that study, the findings show that primary school teachers are nearer to
custodial control ideology such as strict control, one way communication and mistrust towards
pupils, cruel punishments and taking undisciplined behavior as personal faults. According to
custodial ideology, teachers are easier to control pupil and maintain the classroom rules by
scolding based on restrictions.

15. Chapter 3
Research Methodology
3.0 Introduction
This chapter contains of 7 sections and describes methodological procedures of the study. It is
also included research design; population and sampling of the study, instrumentation,
questionnaires, data collection and data analysis. The conclusion part is the part to summary all
the methodology involve.
3.1 Research Design
This study will be using a quantitative research methodology. Survey Research is under
quantitative research methodology. There are two major types of survey research which are a
cross-sectional survey and a longitudinal survey. In this study cross-sectional survey method was
chosen. The cross-sectional survey gathers information from a sample that has been drawn from
fixed population. In cross-sectional survey the information is collected at just one point in time,
although the time it takes to collect all the data may take anywhere from day to a few weeks or
more (Fraenkel, Wallen, & Hyun, 2012). The participants will be given a questionnaire in which
they were asked to answer questions that related to their opinions, experiences and actions about
classroom management. Items used in the questionnaire were prepared according to the four
group of the classroom management styles.

16. 3.2 Population and Sampling
Population of this study included all the teachers and students in the primary schools in
Shah Alam, Selangor in 2014. All of the teachers and students will be given the questionnaire
separately. The participants were chosen 100 teachers and 300 students randomly from the
school in Shah Alam. The sample of the study will be selected using simple random sampling.
Simple random sampling is every member of the population has an equal and independent
chance of being selected (Fraenkel, Wallen, & Hyun, 2012) . The main point of this study was
choosing simple random sampling because to make sure that each of the group teachers of the
population has an equal and independent chance of being selected as a participant. By using
simple random sampling this study has to use table of random numbers to select the participant
in large population.
3.3 Instrumentation
3.3.1 Questionnaires
In this study the function of questionnaire is to collect data on the classroom management
styles of primary school teachers and also to know how to get more than 80% student attention in
classroom. For the purpose of developing the questionnaire, this study has to look on the
significant of this study. The questionnaires will answer all the objective of this study. The
purposes of this study are to discover the best classroom management styles, to find the major
important of positive classroom management and to get more than 80% student‟s attention in the
classroom.
The questionnaires are created by using Google drive. The questionnaires for the teachers
are divided into two part which are part A and part B. Part A is for personal profile and part B is
for key to get the best of classroom management style. Part A is very simple question that related

17. to participant profile. Part B will have 12 statements that already fixed with the different
classroom management styles which are authoritarian, authoritative, laissez-faire and
indifferent. The term of the styles is not mentioning in the questionnaires but the characteristics
of the classroom management styles are provided in the statement given. Statements number 1,
3, and 9 refer authoritarian style. Statements number 4, 8 and 11 refer to the authoritative style.
Statements number 6, 10, and 12 refer to the laissez-faire style. Statements number 2, 5, and 7
refer to the indifferent style. From the statements, the participants have to answer according to
the scale given below:
Table 1: Scale of the Statements
The questionnaires for the students are divided into two part which are part A and part B.
Part A is for student personal profile and to find important of positive classroom management.
Part B is show how to get student‟s attention in classroom. In part B will have 10 statements
about various learning activities that they like and dislike.
3.4 Data Collection
After the questionnaires have been checked and get final confirmation, it will be distributed to
the participant involved. In this study have 2 types of participants which are teachers and
students from primary school in Shah Alam. Before the actual data collection is carried out in
this study, the questionnaires will be uploaded using Google drive in the social site such as
Facebook and Gmail account to get extra feedback from other side. So the feedback from that
Scale Answer
5 Strongly agree
4 Agree
3 Not sure
2 Disagree
1 Strongly disagree

18. side will be using as references to actual questionnaires. So, this may involve testing feasibility
in practice or improving the methodological quality of parts of this study.
A cover letter that certified by Dean will be attached together with the questionnaires. In
the actual data, the participants chosen will be given 30 minutes to answer all the questions
given. The questionnaires will be conducted in the computer laboratory. For the teachers, they
will be given link to click on that address in the computer. They have to answer all the questions
within 30 minutes and press button submit to the researcher at the same time. But for the student,
they will be given extra time if they cannot finish in the time given. The page of questionnaires
will be open earlier for students. Questionnaires for the students need to explain clearly and the
researchers have to guide them thru all the questions and statement. The researchers have to
make sure the students press button submit on the bottom of the page.
3.5 Data Analysis
After getting all the completed questionnaires, the data will be analyses by using Google drive.
Google drive will make questionnaires more simplifies to the researcher to analyses the data.
Press the button responses and accept all the responses .After accepting the responses, press the
summary of the responses. From the summary of the responses the data will explain everything.
The data will show a percentage, number of responses and detail each of the statement and
questionnaires provided. To show all data information detail, press public analytics. The data
will appear on the questionnaires page and all the respondent will be able to see the summary.

19. Research questions Instruments Data Analysis
1. What is the best classroom
management style?
Survey Questionnaires:
Teacher Form
Part B – 12 statements
 Google drive
 Summary of the responses
 Look at the percentage if the data
 Result will be appear in „view all
responses‟
2. What are the major
important of positive
classroom management?
Survey Questionnaires:
Student Form
Part A – Q2-Q5
 Google drive
 Summary of the responses
 Look at the percentage if the data
 Result will be appear in „view all
responses‟
3. How to get more than
80% student‟s attention in
the classroom?
Survey Questionnaires:
Student Form
Part B – 10 statements
 Google drive
 Summary of the responses
 Look at the percentage if the data
 Result will be appear in „view all
responses‟
Table 2: Method of data analysis
3.6 Conclusion
This chapter covers on the research design, population and sampling of the study,
instrumentation, questionnaires, data collection and data analysis. The next chapter will be
discussing on the finding of the study.

20. References
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22. Questionnaires for Students
Student’s Questionnaires
Part A

23. Student’s Questionnaires
Part B

24. Questionnaires for Teachers
Teacher’s Questionnaires
Part A

25. Teacher’s Questionnaires
Part B