Asian Research Consortium

Asian Research Consortium International Journal of Research in Organizational Behavior and Human Resource Management, Vol. 1, No. 4, 2013, pp. 210-217. ISSN 2320-8724 International Journal of Research in Organizational Behavior and Human Resource Management www.aijsh.org The Relationship between Teacher Core self-evaluations, Classroom Management and Educational Achievement Shahla Rahimi * Postgraduate Student of Administrational Education, Faculty of Education and Psychology, Birjand University, Birjand, Iran. Mohsen Ayati Faculty of Education and Psychology, Birjand University, Birjand, Iran. Ali Asgari Birjand University, South Khorasan, Iran. Received September 24 th, 2013; revised October 11 th, 2013; accepted October 29 th, 2013 Abstract This research aimed to investigate the relationship between teacher core self-evaluations and classroom management and educational achievement of high-school students in Birjand city in Iran. Descriptive statistics and correlation analysis were used to analyze collected data. The population includes teachers and high-school students in the school year 2011-2012. The sample includes 138 teachers (69 males and 69 females), and their students selected with categorical sampling in the same ratio. The results showed that there is a meaningful relationship between the teacher s core selfevaluations and teacher s gender, and classroom management and students educational achievement. Core self-evaluations is more important to the female teachers than to the male teachers. Female teachers use less intervention style in classroom management, and have better control of the classroom and greater educational achievement of their students. Keywords: Core Self-Evaluations, Educational Achievement, Classroom Management. * Corresponding author. E-mail address: shala.rahimi@yahoo.com 210

Introduction One of the new and proposed methods in self-evaluation is core self- evaluation that recently has been the center of researchers and scholars attention in this field. Core self-evaluation, is the individual evaluation of self-merit, qualifications and capabilities, significantly prediction of job satisfaction and job performance Haugh (2010). Self-evaluation is the powerful technique for self-recovery. Core selfevaluation is introduced by Judge and his colleagues Judge & Locke & Durham (1997). According to them, core self-evaluation is higher rank and vast that is determined by four characteristics in personality literature. These four characteristics are: self-esteem, self-efficacy, locus of control and neuroticism. A common point of these four traits called core self-evaluation that is people s fundamental assessment of the value, effectiveness, and their ability as a person. One aspect of the teacher's activities that effect on his work effectiveness is classroom management. Classroom management is the introduction and prerequisites for effective learning. Wolfang & Glickman presented a comprehensive and accurate definition of classroom management. According to them, "classroom management is the teacher's efforts to oversee all class activities that involve social interaction, behavior and knowledge of learners and learning." Martin & Baldwin cited in Aali & Amin Yazdi (2008) according to the conceptual framework of Wolfang & Glickman organized aspects of classroom management in three dimensions: 1. Management training, 2. People Management, 3. Behavior management. According to Wolfang, the teachers' beliefs about children's development and learning form their behavior management in the classroom and each pattern leaves different effects on students growth. He relied on the psychology of learning and class management and proposed a conceptual framework based on interventional, interactional and non-interventional. In this continuum, the more non-intervention, the less amount of control and more participation and student responsibility in class. One of the indicators of educational achievement is academic progress; it is the outcome of many factors including: curriculum, classroom crowding, teacher and his teaching methods, among these factors, the influence of the teachers is the greatest impact. According mentioned points, core self-evaluation of teacher has relationship with classroom management and academic achievement of students. This study tries to analysis this relation. This study tries to identify that wheter core self-evaluation of teachers can be a predictor of teacher s classroom management in such way that they can predict the academic achievement of students. Review of Literature The term classroom management has been defined differently by various educators throughout the history. In most general terms, classroom management refers to the actions and strategies that teachers use to maintain order (Doyle, 1986). Martin, Yin and Baldwin (1998) define classroom management as a broader and comprehensive construct that describes all teacher efforts to oversee a multitude of activities 211

in the classroom including learning, social interaction and students behaviors. Classroom management constitutes three broad dimensions; person, instruction and discipline (Martin & Baldwin, 1992). Classroom management strategies have a strong potential to positively influence student achievement (Delong & Winter, 1998). There are many studies indicating that classroom management is one of the crucial factors that influence learning. For example, in their study, Wang, Heartel and Walberg (1993) identified classroom management as being the first in a list of important factors that influence school learning. Also, Marzano and Marzano (2003) reached the same results with Wang and his colleagues (1993) by identifying classroom management as the most important factor influencing school learning. Ben (2006) states that effective classroom management strategies are significant to a successful teacher s delivery of instruction. This statement of the researcher explains the reason why classroom management is important. Effective classroom management prepares the classroom for an effective instruction which is crucial for the progress of learning. Judge, Erez, Bono, and Thoresen (2003) describe core self-evaluations (CSE) as a higherorder construct that subsumes four traits in the personality literature: (a) self-esteem, (b) generalized self-efficacy, (c) (low) neuroticism, and (d) (internal) locus of control. Stated simply, core self-evaluations involve a basic evaluation of one's worth and capability (Judge, Erez, Bono, & Thoresen, 2003). In an academic context, high CSE strengthens the relationship between cognitive ability and academic achievement (Rosopa & Schroeder, 2009) and is associated with pursuing further education. Moreover high CSE is associated with higher initial levels of work success (Judge & Hurst, 2008). Hypotheses of the study include: 1-Core self-evaluation of teacher is predictor of classroom management (learning management, people management and behavior management). 2-Core self-evaluation is predictor of academic achievement of students. 3-Classroom management (teaching management, people management, behavior management) is predictor of academic achievement of students. 4-Academic achievement of students varies among male and female teachers. Method, Population and Samples Descriptive statistics and correlation analysis were used to analyze collected data. The study population consisted of all teachers (468 persons, including 180 men and 288 women) and students in Birjand city in the school year, 2011-2012. The sample consisted of 138 teachers (69 males and 69 females) and their students; they were selected by using the same sampling ratio. 212

Instrument Rahimi et al. (2013). International Journal of Research in Organizational Behavior and Human Resource Management, In the study, three instruments were used: 1. Core Self-Assessment Questionnaire, 2. Classroom Management Questionnaire 3. Students Academic Achievement. Core Self-evaluations: CSE was measured with the average of 12 items from Judge, Erez, Bono, and Thoresen Judge & Thoresen (2002). Each item was on a 5-point scale from 1 (strongly disagree) to 5 (strongly agree). The internal consistency reliability was 0.70. Classroom Management: This questionnaire is designed to analysis the classroom management methods according to self-assessment based on Martin and colleagues theory and pattern of teachers beliefs questionnaire about class control (ABCC). The reliability of this questionnaire in Aali & Yazdi (2008) is 0.68. The internal consistency reliability was 0.72. Students' Academic Achievement: student academic progress is assessed for the end year exams based on the average score in school year, 2011-2012. Results A total of 138 teachers who selected as the sample group, 50% were male and 50% were female teachers. 79% from these teachers had Bachelor degree and 21%, Master of Arts one. Additionally, 1.4 % from them was younger than 30, 43.5 % the population were 31-40, and 55.1 % were 40 and older. 13/6 % from these teachers who have responded to the questionnaire, were ones with teaching experience of less than 10 years, 43.5 % with 11-13 years and 9.52% of the teachers had teaching experience of over 20 years. Table 1. Frequency of Sample by Gender, Education, Age, Teaching Experience (N=138) Gender Education Age Teaching Experience Male Female Bachelor Master < 30 31-40 >41 <10 11-20 >21 Frequency % 69 50 69 50 109 79 29 21 2 1.4 60 43.5 78 55.1 5 60 73 13.6 43.5 52.9 213

Table 2. Means (M), Standard deviations (SD), Inter-correlations among Variables and Cronbach s alpha M SD 1 2 3 4 5 Core Self-Evaluations 43.45 5.52 ).70( Classroom management 43.21 6.10.32** ).72( Instruction management 23.00 3.45 -.08.58** ).51( People management 17.90 2.97 -.08.49**.55** ).68( Behavior management 3.43 1.16 -.05.28**.28**.30** ).53( Educational achievement 17.09 2.46.21* -.07 -.04 -.18* -.05 P<.05*; P<.01**; ( ) = Cronbach s alpha; n=138 Table 2 shows the positive relationship between management class and core self-evaluation with the significant level of.01 (r=.32). In addition, there is positive relationship between academic achievement and core self-evaluation with the significant level of 0.05 (r=.21). Also, academic achievement negatively related to the people management with significant level of 0.05 (r=-.18). It means the more interventionist management method the less academic achievement. The results presented in Table 3 show, the ratio of core self- evaluation coefficient to management class is.10. In other words, core self-evaluation of teacher can explain 10 % of changes in classroom management. Beta coefficient equals 0.32. Therefore, it is concluded that there is a significant positive relationship between core self-evaluation and classroom management. Table 3. Linear Regression Results for Classroom Management and Educational Achievement 214

Also the ratio of core self- evaluation coefficient to academic achievement is.24. In other words, core self-evaluation of teacher can explain 24 % of changes in academic achievement. Beta coefficient equals.15. Therefore, it is concluded that there is a significant positive relationship between core self-evaluation and academic achievement (Beta=.15 P<.05). In addition, the ratio of people management to academic achievement is.03. In other words, people management can explain 3 % of changes in academic achievement. Beta coefficient equals -.018. Therefore, it is concluded that there is a significant negatively relationship between people management and academic achievement (Beta=-.18 P<.05). Table 4. Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means F Sig t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper GPA 12.72.000-6.184 136.000-2.29.371-3.03-1.56-6.184 115.33.000-2.29.371-3.03-1.56 Mean difference (.371) is analyzed for independent groups using the t test, the results showed a significant difference (t=-6.184, df=136, p=.05). Accordingly, we conclude that the students academic classroom differs in male and female teachers, management of female teachers (M=18.23) is higher than male teachers (M= 15.94), (p<.05). Discussion Numerous studies on core self-evaluation are done; most of them are about self-evaluation of university teachers including Abdi & Nasr (2010), Abdolsamadi et al. (2012), Agha Mollai and Abedini (2007) and Asghari et al (2010), few researches are conducted in self-evaluation of teachers including Ross & Bruce (2007), Judge (2009), Kammeyer-Mueller and Judge (2009). The findings of the first hypothesis of this study indicate that there is a significant positive relationship between class management and core selfevaluation. Teachers can achieve effective management class (effective teaching) by continues assess as the process of self-reform. The findings of the second hypothesis of this study indicate that there is a significant positive relationship between academic achievement and core self-evaluation of teacher, and the findings of the third hypothesis show that there is a significant negative relationship between academic achievement and 215

people management. It means that people management can predict academic achievement. This means that if the teachers use less interventionist style, the students academic achievement will be higher. So, we can conclude that the female teachers use less interventionist style, resulting in greater academic progress of their students. This finding confirmed Atofi et. al., (2008) results that they concluded there is a significant relationship between social-psychological atmosphere of class and educational achievement of students, and it is possible to predicate student achievement based on social-psychological atmosphere in the classroom. Findings of the fourth hypothesis of this study indicate that student achievement in the classroom is different for men and women (p <.05). These findings confirmed Sayyed Abbas Zade (2002) results that there is a significant relationship between control method of male and female teachers in all educational levels and this show that the method of male teacher is more direct than female ones. An overview of the research findings indicate that teachers who pay attention to self-evaluation are successful in effective teaching and classroom management, it leads to higher academic achievement of pupils of these teachers. The findings of this study also showed that female teachers (M=18.23) compared to male teachers (M=15.94) perform better in the classroom and the students of these teachers have larger achievement. In regard to Regression table showing the relation between management people and student achievement can conclude theaters use the more interventionist method, student had fewer academic achievement. According to these findings, it will be better than teachers use non- interventionist. So it is obvious that core- assessment of teacher has positive significant relation with students Class management and academic achievement. Core- assessment is more important for the female teachers, so their students have more academic achievement. According to project findings, can be said that the core- assessment causes the better work of teacher and therefore academic achievement of student. So it is necessary that culture of self- assessment became common among teachers, and its reasons become clear. Therefore, planning and extension of classes to train the self-assessment to teachers is important for education. References Aali, A. & Amin Yazdi, A. (2008). The impact of teacher characteristics on management style class. Journal of Education, 93: 103-135. Abdi, H, Mirshah Jafari, Seid Ibrahim & Nasr, A. R. (2010). The relationship between cognitive selfevaluation, quality assessment, quality of faculty and students at the State University of Isfahan. Journal of the Association of Higher Education, 3(1): 127-149. Abdosamadi HR, Dalbnd, M, Davoodi, P, Bakhtiari, B, Mogem begi, Y. & Ahmadi motamaeil, F. (2012). A comparison of faculty self-evaluation and assessment of students' academic performance, faculty Dental School, Hamadan University of Medical Sciences. Iranian Journal of Medical Education, 12(2): 101-109. Aghamolayi, T. & Abedini, S. (2007). Educational evaluation of faculty, students and faculty members' self Hormozgan University of Medical Sciences. Iranian Journal of Medical Education, 2: 1-8. Asghari, N, Tshnyzy Hosseini, S, Abedini, S, Razmara, A. & Naderi, N. (2010). A comparison of faculty self assessments of their students. Hormozgan Medical Journal, 14(3): 243-253. 216

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