Comparative Analysis of Elementary Special and General Education Teachers' Reported Use of Classroom Management

摘要

This mixed-methodology case study examined possible differences in special education teacher and general education teacher perceptions of classroom management. In addition, this research investigated the degree to which parental status and years of teaching experience influenced classroom management in the district studied. For the purpose of this study, classroom management was divided into two categories, which were identified as key components of classroom management: instructional management and behavior management.;This researcher analyzed data collected from 85 general education teachers and 22 special education teachers from five New Jersey public elementary schools attended by students in first through fifth grade. General education teacher and special education teacher self-perceptions of classroom management were measured with the Behavior and Instructional Management Scale. Data were triangulated using quantitative data from the Behavior and Instructional Management Scale and qualitative data from a demographic questionnaire, open-ended teacher surveys, and archival administrator-authored teacher evaluations.;Although minor differences were noted in teachers' overall classroom management, quantitative results did not reveal statistically significant differences between the self-perceptions of general education teachers and special education teachers regarding their behavior management or instructional management. Qualitative data themes supported quantitative findings. Further analysis of qualitative data revealed nuances in general education teacher and special education teacher reporting. Compared to general education teachers, special education teachers reported that they employed the indicated practices in their classroom with greater frequency and consistency, more individualization, and a more diversified approach than their general education counterparts.;Data also revealed that teachers' years of experience had no significant influence on their classroom management. Novice teachers and experienced teachers expressed similar accounts of how their classroom management evolved over the course of their tenure. A teacher's parental status was found to have a statistically significant influence on the teacher-parent's classroom management. This case study resulted in an understanding that the status of a teacher as general education, special education, novice, or experienced may not influence their classroom management although some variation may be found. In contrast, this research may provide some evidence that parental status could be an influential factor in teacher perception of classroom management.