PRE SERVICE ENGLISH TEACHERS’ PERCEIVED SELF EFFICACY IN CLASSROOM MANAGEMENT = mức độ tự TIN vào NĂNG lực bản THÂN TRONG VIỆC QUẢN lý lớp học của SINH VIÊN sư PHẠM TIẾNG ANH

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATE PAPER PRE-SERVICE ENGLISH TEACHERS’ PERCEIVED SELF-EFFICACY IN CLASSROOM MANAGEMENT Supervisor: Nguyễn Thu Hiền PhD Student: Mai Thu Phương Course: QH2017.F1.E8 HÀ NỘI – 2021 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP MỨC ĐỘ TỰ TIN VÀO NĂNG LỰC BẢN THÂN TRONG VIỆC QUẢN LÝ LỚP HỌC CỦA SINH VIÊN SƯ PHẠM TIẾNG ANH Giáo viên hướng dẫn: Tiến sĩ Nguyễn Thu Hiền Sinh viên: Mai Thu Phương Khóa: QH2017.F1.E8 HÀ NỘI – 2021 Signature of Approval Supervisor’s comments and suggestions _ ACCEPTANCE PAGE I hereby state that I: Mai Thu Phuong – 17E8, being a candidate for the degree of Bachelor of Arts (mainstream program) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Mai Thu Phuong ACKNOWLEDGEMENT To complete this research paper, we owe profound indebtedness to a number of people for their unconditional and invaluable support First and foremost, I would like to express my deepest gratitude to my supervisor, Ms Nguyen Thu Hien, for her detailed instructions, critical comments and precious support during all stages of the study and beyond, which enhances my confidence in completing this thesis Second, we also wish to acknowledge the active participation of 87 senior students for the data collection procedures and interviewees, which has always been the decisive factor in the success of this thesis Last but not least, it would be an omission without mentioning the necessary assistance from our beloved families and friends with their great encouragement in any circumstances i ABSTRACT The current study aims to explore pre-service teachers’ perceptions of self-efficacy for classroom management in Vietnamese contexts and the reasons behind them through the lens of pre-service English language student teachers An explanatory research design was employed to accomplish the purpose of this investigation The quantitative data were collected through a four-point Likert-scale survey, while the qualitative data were collected via semi-structured interviews to discover the reasons behind the participants’ answers in the survey The findings show that most pre-service teachers were quite confident in their ability to manage future English classrooms To specify, student teachers were less confident in their ability to keep class in order via a series of rules and procedures than in how to maintain effective learning and teaching process, and a harmonious classroom atmosphere A number of reasons were reported by pre-service teachers for such beliefs, including their teaching experience, their awareness of classroom management, and their emotions and characteristics Key words: classroom management, self-efficacy, pre-service teachers ii ABBREVIATIONS EFL English as a Foreign Language ELT English Language Teaching ETCF English Teacher Competency Framework M Mean SPSS Statistics Package for Social Science SD Standard Deviation TSES Teachers’ Sense of Efficacy Scale LIST OF TABLES, FIGURES Table 1: The Summary of Descriptive Statistics Figure 1: Gender of Participants Figure 2: Perceived Self-efficacy in Discipline Dimension Figure 3: Perceived Self-efficacy in Teaching and Learning Dimension – Organization of the Lesson Figure 4: Perceived Self-efficacy in Teaching and Learning Dimension – Interaction During the Lesson Figure 5: Perceived Self-efficacy in Personal Dimension – Teacher – Student Personal Communication Figure 6: Perceived Self-efficacy in Personal Dimension – Psychological and Social Classroom Environment iii TABLE OF CONTENTS ACKNOWLEDGEMENT I ABSTRACT II ABBREVIATIONS III LIST OF TABLES, FIGURES III CHAPTER 1: INTRODUCTION 1.1 RESEARCH STATEMENT AND RATIONALE OF THE STUDY 1.2 AIMS AND OBJECTIVES 1.3 SCOPE OF THE STUDY 1.4 SIGNIFICANCE OF THE STUDY 1.5 ORGANIZATION OF THE STUDY CHAPTER 2: LITERATURE REVIEW 2.1 CONCEPT OF CLASSROOM MANAGEMENT 2.1.1 Definitions of classroom management 2.1.2 Important aspects of classroom management 2.2 THE IMPORTANCE OF CLASSROOM MANAGEMENT 2.3 SELF-EFFICACY 2.3.1 Self-efficacy for teaching 2.3.2 Self-efficacy for classroom management 11 2.4 SUMMARY 14 CHAPTER 3: METHODOLOGY 15 3.1 THE SETTING OF THE STUDY 15 3.2 RESEARCH DESIGN 15 3.3 THE PARTICIPANTS OF THE STUDY 16 3.4 DATA COLLECTION INSTRUMENTS 17 3.4.1 Survey questionnaire 17 3.4.2 Interviews 19 3.5 PROCEDURE OF DATA COLLECTION 20 3.6 DATA ANALYSIS 20 3.7 ETHICAL CONSIDERATIONS 21 iv CHAPTER 4: FINDINGS AND DISCUSSIONS 22 4.1 STUDENTS’ PERCEIVED SELF-EFFICACY IN CLASSROOM MANAGEMENT 22 4.1.1 Pre-service teachers’ perceived self-efficacy in Discipline Dimension 23 4.1.2 Pre-service teachers’ perceived self-efficacy in Teaching and Learning Dimension 25 4.1.3 Pre-service teachers’ perceived self-efficacy in Personal Dimension 28 4.2 PERCEIVED REASONS SELF-EFFICACY IN CLASSROOM MANAGEMENT 31 4.2.1 Teaching experience 31 4.2.2 Awareness of the importance of classroom management 33 4.2.3 Emotions and characteristics of pre-service teachers 34 CHAPTER 5: CONCLUSIONS 36 5.1 SUMMARY OF THE FINDINGS 36 5.2 PEDAGOGICAL IMPLICATIONS 37 5.3 LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY 37 5.4 CONCLUDING REMARKS 38 REFERENCES .I APPENDICES XIII v CHAPTER 1: INTRODUCTION This chapter presents the rationale for conducting a study that explores the pre-service teachers’ self-efficacy in classroom management In addition, this section provides the research aims, scope, the research questions, the significance of this study, and the organization of the study 1.1 Research statement and rationale of the study Teaching and learning foreign languages generally and English specifically is believed to have gained much attention from educators and learners in Vietnam in recent years It can result from the fact that the external relationship between Vietnam and other significantly developed countries (Kieu, 2010) Due to this ceaseless international cooperation, English has become a must for a graduate It, therefore, leads to high demands for high-quality English teachers One of the most important skills for the professional paths of an English teacher is classroom management skills (Britt, 1997; Ganser, 1999) In fact, mastery of classroom management is critically essential for effective teaching and learning (Owens et al., 2017; Shamina & Mumthas, 2018; Díaz et al., 2018) Therefore, effective classroom management strategies in teaching are of considerable importance for pre-service teachers Moreover, pre-service teachers’ perceptions of their abilities to manage classrooms play an integral part in how they conduct teaching (Wang, Haertel & Walberg, 1994; Feiman-Neimeser, 2001; Baker, 2002) Literature shows that student teachers who hold strong beliefs in the capabilities to manage classes are more likely to teach better in the future (Molnar, 2008; Pendergast, Garvis & Keogh, 2011) Hence, it is necessary to examine such beliefs among student teachers to help them be more confident in conducting classroom management strategies, thus being able to effectively manage their own future classrooms The research is conducted at one of the most prestigious institutions which educate future language teachers in Vietnam Student teachers here are given opportunities to learn Yin, R K (2014) Case study research: Design and methods (5th ed) Los Angeles: Sage Publications Young, N., Milligan, B., & Snead, D (2002) Jewels of Wisdom: a Study of Perceptions of Discipline of Middle School Teachers, High School Teachers, Student Teachers, and Undergraduate Education Majors Enrolled in Classroom Management Course (YOED 4000) Tennessee Educational Leadership, 29(1), 9-18 Retrieved from https://eric.ed.gov/?id=ED563981 Youseff, G (2003) An investigation into the influences of teachers’ classroom management beliefs and practices on classroom procedures Yusuf, A and Ali, B., (2007) Accountability And Discipline In Classroom Management: Case Study: Jarash Jordan College Student Journal, 41(4), 901-908 Zehir Topkaya, E (2010) Pre-servıce English language teachers’ perceptions of computer self-efficacy and general self-efficacy The Turkish Online Journal of Educational Technology, 9(1) xii APPENDICES Appendix 1: Questionnaire Introduction I am Mai Thu Phuong from class 17E8 I am conducting research on Perceived Selfefficacy in Classroom management for my Bachelor Thesis You are invited to participate in my survey which aims to explore your perceived selfefficacy in classroom management Your participation in this study is completely voluntary Should you feel uncomfortable answering any questions, you can withdraw from the survey at any point It is very important for us to learn your opinions Your survey will be strictly confidential and data from this research will be reported only in the aggregate Your information will be coded and will remain confidential Should you have any questions about the survey, please email me: maithuphuong2602@gmail.com Thank you very much for your time and support Personal Data Gender: F / M I give my consent to be contacted for an interview: Yes / No If yes, please enter your email address: _ xiii Questions This section asks you to indicate your level of agreement with a series of statements about classroom management Please choose the response that best reflects your beliefs; the responses range from: - for “weak beliefs in my capabilities”; - for “moderate beliefs in my capabilities”; - for “strong beliefs in my capabilities”; and - for “very strong beliefs in my capabilities” Discipline Dimension Right now in my present teaching situation, my personal beliefs in my capabilities to is … Item Discipline Dimension D1.1 involve students in establishing rules and procedures provide positive reinforcement to students for D1.2 appropriate behavior (e.g special helper, extra computer time, tangible rewards) D1.3 D1.4 D1.5 make students aware of consequences for misbehavior (e.g loss of break time, extra classroom time) use class time to reflect on appropriate behavior with students as a group redirect inappropriate behavior on the spot, using loud voice D1.6 ignore misbehavior that is non-disruptive to class D1.7 use short verbal cues to stop misbehavior (e.g say student’s name aloud, use “shh” sound) xiv D1.8 D1.9 use nonverbal signals to stop misbehavior (e.g make eye contact, approach and touch disruptive students) use self-assessment forms for students to evaluate their own behavior (e.g checklists) D1.10 inform parents about classroom expectations D1.11 send for parents to report inappropriate behavior D1.12 send for parents to report good behavior D1.13 D1.14 D1.15 collaborate with parents on a home-school behavior plan teach parents activities to with students at home to reinforce good behavior at school inform parents about the policies regarding the use of mobile phones at school send home Teacher-to-Parent Communication letters or D1.16 newsletters regarding positive and negative aspects of their children’s behavior This section asks you to indicate your level of agreement with a series of statements about classroom management Please choose the response that best reflects your beliefs; the responses range from: - for “weak beliefs in my capabilities”; - for “moderate beliefs in my capabilities”; - for “strong beliefs in my capabilities”; and - for “very strong beliefs in my capabilities” xv Teaching and Learning Dimension Right now in my present teaching situation, my personal beliefs in my capabilities to is … Item D2.1 D2.2 Organization of the lesson 4 take into account different learning styles when preparing the lesson take into account students’ previous knowledge to plan the activities based on their level D2.3 establish routines for group work when needed D2.4 start the lesson by giving students an opportunity to set their own learning goals make sure that the learning goals are clearly stated D2.5 for students to understand them (e.g displaying them on the board, saying them out loud) D2.6 organize the activities into logical stages to fulfill the objectives of the lesson use different types of seating arrangements D2.7 depending on the type of activity students are assigned to D2.8 D2.9 create extra activities for students to work when they have completed their main task assign advanced students as assistants to help weaker learners in the completion of their tasks Interaction during the lesson D2.10 start the lesson in an unusual manner to catch students’ attention (e.g telling an amusing story or xvi personal anecdote; starting in a very quiet or low voice) model the task to demonstrate what students are D2.11 expected to (e.g role playing the task with a student, assigning a student to demonstrate the task) use concept check questions to make sure D2.12 instructions are understood (e.g “what you have to first?”, “do you have to work in pairs or in groups?”) D2.13 use body language to make instructions understandable keep English simple and clear (e.g trying to D2.14 pronounce every word well, using appropriate pacing according to students’ English level) D2.15 D2.16 monitor students’ work spending equal amount of time in all quadrants of the classroom respond to students’ answers using verbal praising (e.g “Brilliant!”, “Great!”, “Nice job!”) respond to students’ incorrect answers validating D2.17 students’ participation (e.g “that’s partly correct”, “good effort”) D2.18 give students instructions on how to report their completed work finish the class with a reflection activity about the D2.19 lesson (e.g written reflection, oral reflection, report on what was learnt) xvii This section asks you to indicate your level of agreement with a series of statements about classroom management Please choose the response that best reflects your beliefs; the responses range from: - for “weak beliefs in my capabilities”; - for “moderate beliefs in my capabilities”; - for “strong beliefs in my capabilities”; and - for “very strong beliefs in my capabilities” Personal Dimension Right now in my present teaching situation, my personal beliefs in my capabilities to is … Item D3.1 D3.2 D3.3 D3.4 Teacher-student personal communication attempt to be “Me” rather than “the Teacher” to make students feel I am approachable learn students’ names to recognize them as individuals interact with students as individuals use eye contact to make students feel I care about what they say and learn about the different types of students’ personal D3.5 and social needs (e.g using ‘getting to know each other activities’, questionnaires) D3.6 incorporate students’ personal interests into teaching D3.7 encourage creativity and self-expression in students D3.8 D3.9 talk with students’ previous teachers to gather information about students praise individual accomplishments and important events in students’ lives xviii D3.10 Item D3.2.1 talk with a student after an emotional outburst to demonstrate I am personally interested in him/her Psychological and social classroom environment begin the lesson with activities to reinforce a sense of collaboration among students D3.2.2 encourage students to be respectful one another D3.2.3 D3.2.4 D3.2.5 D3.2.6 D3.2.7 D3.2.8 promote positive social values (e.g helping, sharing, being patient) encourage students to reach an agreement through conversations to resolve any issue teach students to work together cooperatively toward academic goals use problem-solving scenarios with students to develop their problem-solving skills promote students’ responsibility in my classroom practice promote respect for cultural diversity in the classroom D3.2.9 help students to become aware of their own thinking D3.2.10 help students to develop their ability to make decisions by themselves xix Appendix 2: Interview protocol Number of the interviewee: Date/Time: Dimensions Questions Responses Discipline What you think is the most influential factor that supports or limits your confidence in [name of the strategy]? How does it affect your confidence? Teaching and What you think is the most Learning influential factor that supports or limits your confidence in [name of the strategy]? How does it affect your confidence? Personal What you think is the most influential factor that supports or limits your confidence in [name of the strategy]? How does it affect your confidence? xx Appendix 3: Descriptive Statistics Code Item N Mean SD Mode Discipline Dimension D1.1 involve students in establishing 87 rules and procedures 3.06 798 D1.2 provide positive reinforcement to students for appropriate behavior (e.g special helper, extra computer time, tangible rewards 87 3.14 765 D1.3 make students aware of consequences for misbehavior (e.g loss of break time, extra classroom time) 87 3.15 800 D1.4 use class time to reflect on appropriate behavior with students as a group 87 2.71 875 D1.5 redirect inappropriate behavior 87 on the spot, using loud voice 2.63 966 D1.6 ignore misbehavior that is non87 disruptive to class 2.31 880 D1.7 use short verbal cues to stop misbehavior (e.g say student’s 87 name aloud, use “shh” sound) 3.03 784 D1.8 use nonverbal signals to stop misbehavior (e.g make eye contact, approach and touch disruptive students) 87 3.16 805 D1.9 use self-assessment forms for students to evaluate their own behavior (e.g checklists ) 87 2.46 962 D1.10 inform parents about classroom expectations 87 2.86 795 xxi D1.11 send for parents to report inappropriate behavior 87 2.87 760 D1.12 send for parents to report good 87 behavior 3.03 754 D1.13 collaborate with parents on a home-school behavior plan 87 2.80 913 D1.14 teach parents activities to with students at home to reinforce good behavior at school 87 2.39 907 D1.15 inform parents about the policies regarding the use of mobile phones in class 87 2.89 982 D1.16 send home Teacher-to-Parent Communication letters or newsletters regarding positive and negative aspects of their children’s behavior 87 2.68 946 Teaching and Learning Dimension Organization of the lesson D2.1.1 take into account different learning styles when preparing 87 the lesson 3.25 750 D2.1.2 take into account students’ previous knowledge to plan the 87 activities based on their level 3.53 567 D2.1.3 establish routines for group work when needed 87 3.18 724 D2.1.4 start the lesson by giving students an opportunity to set their own learning goals 87 2.85 947 xxii D2.1.5 make sure that the learning goals are clearly stated for students to understand them (e.g displaying them on the board, saying them out loud) 87 3.20 775 D2.1.6 organize the activities into logical stages to fulfill the objectives of the lesson 87 3.20 644 D2.1.7 use different types of seating arrangements depending on the 87 type of activity students are assigned to 2.76 862 D2.1.8 create extra activities for students to work on when they 87 have completed their main task 2.95 730 D2.1.9 assign advanced students as assistants to help weaker learners in the completion of their tasks 2.90 836 87 Interaction during the lesson D2.2.1 start the lesson in an unusual manner to catch students’ attention (e.g telling an amusing story or personal anecdote; starting in a very quiet or low voice) 87 2.74 921 D2.2.2 model the task to demonstrate what students are expected to (e.g role playing the task with a student, assigning a student to demonstrate the task) 87 3.14 685 xxiii D2.2.3 use concept check questions to make sure instructions are understood (e.g “what you 87 have to first?”, “do you have to work in pairs or in groups?”) 3.44 677 D2.3.4 use body language to make instructions understandable 87 3.25 796 D2.2.5 keep English simple and clear (e.g trying to pronounce every word well, using appropriate 87 pacing according to students’ English level) 3.26 814 D2.2.6 monitor students’ work by spending equal amount of time 87 in all four corners of the classroom 3.02 807 D2.2.7 respond to students’ answers using verbal praising (e.g “Brilliant!”, “Great!”, “Nice job!”) 87 3.56 585 D2.2.8 respond to students’ incorrect answers validating students’ participation (e.g “that’s partly correct”, “good effort”) 87 3.21 765 D2.2.9 give students instructions on how to report their completed work (e.g raise their hands) 87 3.21 701 finish the class with a reflection activity about the D2.2.10 lesson (e.g written reflection, oral reflection, report on what was learnt) 87 2.68 883 Personal Dimension Teacher-student personal communication xxiv D3.1.1 attempt to be “Me” rather than “the Teacher” to make students 87 feel I am approachable 3.09 787 D3.1.2 learn students’ names to recognize them as individuals 87 3.44 694 D3.1.3 interact with students as individuals 87 3.21 780 D3.1.4 use eye contact to make students feel I care about what 87 they say and 3.53 713 D3.1.5 learn about the different types of students’ personal and social needs (e.g using ‘getting to know each other activities’, questionnaires) 87 3.15 785 D3.1.6 incorporate students’ personal interests into teaching 87 2.90 836 D3.1.7 encourage creativity and selfexpression in students 87 3.17 810 D3.1.8 talk with students’ previous teachers to gather information about students 87 2.90 953 D3.1.9 praise individual accomplishments and important events in students’ lives 87 2.87 887 talk with a student after an emotional outburst to D3.1.10 demonstrate I am personally interested in him/her 87 2.79 917 Psychological and social classroom environment D3.2.1 begin the lesson with activities to reinforce a sense of 87 collaboration among students xxv 3.01 755 D3.2.2 encourage students to be respectful to one another 87 3.47 679 D3.2.3 promote positive social values (e.g helping, sharing, being 87 patient) 3.38 669 D3.2.4 encourage students to reach an agreement through 87 conversations to resolve any issue 2.94 798 D3.2.5 teach students to work together cooperatively toward academic 87 goals 3.03 828 D3.2.6 use problem-solving scenarios with students to develop their 87 problem-solving skills 2.91 897 D3.2.7 promote students’ responsibility in my classroom 87 activities 3.14 718 D3.2.8 promote respect for cultural diversity in the classroom 87 3.15 740 D3.2.9 help students to become aware 87 of their own thinking 3.20 860 3.07 846 help students to develop their D3.2.10 ability to make decisions by themselves 87 xxvi ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP MỨC ĐỘ TỰ TIN VÀO NĂNG LỰC BẢN THÂN TRONG VIỆC QUẢN LÝ LỚP HỌC CỦA SINH VIÊN SƯ PHẠM TIẾNG ANH Giáo viên. .. STUDENTS’ PERCEIVED SELF- EFFICACY IN CLASSROOM MANAGEMENT 22 4.1.1 Pre- service teachers’ perceived self- efficacy in Discipline Dimension 23 4.1.2 Pre- service teachers’ perceived self- efficacy in. .. 2: Perceived Self- efficacy in Discipline Dimension Figure 3: Perceived Self- efficacy in Teaching and Learning Dimension – Organization of the Lesson Figure 4: Perceived Self- efficacy in Teaching