Enhancing Competencies of Classroom Management Using Participatory Learning Models for Teaching Profession Students

Abstract

The purposes of this research were; 1) to compare the competencies of classroom management of teaching profession students before and after participating learning activities on a participatory learning management model, and 2)to evaluate the self-perceived classroom management competence of teaching profession students after participating in learning activities on a participatory learning approach. The target group consisted of 30 teaching profession students who enrolled in the GDIP531 course In-School Teaching Professional Experience 1 in the first semester of  academic year 2025. The participants were selected through purposive sampling. The research instruments included; 1) learning activity plans for classroom management on a participatory learning management model, 2)a classroom management competency assessment, and 3)a teacher self-efficacy questionnaire in classroom management. The statistics used for analyzing data were mean, standard deviation and t-test. The results of the research revealed that; 1) the competencies of classroom management for teaching profession students after participating in learning activities on the participatory learning management model were significantly higher than before at .05 level, 2)  the overall level of teacher self-efficacy in classroom management of teaching profession students after participating in learning activities on the participatory learning management model was at the highest level.