PREDICTION OF CLASSROOM MANAGEMENT STYLES BASED ON TEASCHERS’ PERSONAL CHARACTERISTICS

Abstract

The class, as a community of students of the same chronological age, can be organized or chaotic, thus encouraging or hindering the development of students as individuals. Discipline and achievement as well as a positive attitude toward school, have a strong relationship, just as there is a relationship between establishing discipline and teacher stress levels and job satisfaction. Creating a stimulating climate for learning through various teacher approaches to facilitate the learning process, maintain a pleasant atmosphere, prevent inappropriate behaviour, and maintain discipline is united by the term classroom management. Given that the teacher is an irreplaceable link in the system of upbringing and education, it is necessary to direct him to recognise effective interactions for the achievement of educational goals through various segments of professional training. The quality of the teacher-student interaction affects, indirectly, the individual characteristics of the student, his behaviour, academic success, and attitude toward education in general. The aim of this paper and research is to examine the relationship between empathy, burnout at work, competencies, and personal characteristics on the one hand and classroom management styles that dominate teachers on the other hand. The research was conducted in 2019 on a sample of 300 teachers employed in elementary schools. Of all the examined variables, the most significant predictors were empathy, learning and teaching competencies, communication and cooperation competencies, and emotional exhaustion.