doi: 10.18178/ijssh.2024.14.6.1228
Comparative Study on Teachers' Beliefs, Professional Commitment and Classroom Management Effectiveness—Taking Novice and Experienced Teachers in Public High School as Examples
Shi Yu
,
Soon Singh Bikar Singh
*
- Faculty of Psychology and Education, University Malaysia Sabah, Sabah, Malaysia
- Manuscript received January 15, 2024
- revised April 22, 2024
- accepted May 24, 2024
- published November 27, 2024
Abstract
The purpose of this study is to explore the current status of teachers’ beliefs, professional commitment, and classroom management effectiveness of novice and experienced teachers in Chinese high schools, and analyzes the differences between teachers’ beliefs, professional commitments, and classroom management effectiveness between novice and experienced teachers in high schools, and the relationship between teachers’ beliefs, professional commitments, and classroom management effectiveness. This research takes all novice and experienced teachers who taught in public high schools in Shenzhen, China in 2021 as the research population. A total of 220 novice teachers’ and 206 experienced teachers’ questionnaires were collected. Statistical methods such as descriptive statistics, independent sample t test, and multiple regression analysis were used for analysis and to draw conclusions.
Keywords
- classroom management
- professional commitment
- teachers’ beliefs
How to Cite
Shi Yu and Soon Singh Bikar Singh, "Comparative Study on Teachers' Beliefs, Professional Commitment and Classroom Management Effectiveness—Taking Novice and Experienced Teachers in Public High School as Examples," International Journal of Social Science and Humanity, vol. 14, no. 6, pp. 279-287, 2024. https://doi.org/ 10.18178/ijssh.2024.14.6.1228
Copyright & License
Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).