Elementary and Secondary School Students’ Perceptions of Teachers’ Classroom Management Competencies

Oct 15, 2026

Empirical research examines how elementary and secondary students perceive teachers’ classroom management competencies in Slovenia across two subjects: mathematics and Slovene language. A total of 907 students participated, and results vary by school level and subject. Findings indicate differences in emphasis between educational goal attainment and aspects such as classroom climate and supportive learning conditions. Students report more presence of quality classroom management components in Slovene, while higher ratings for rule clarity, student obligations, and attention appear in mathematics, suggesting needs for further research by curriculum subject.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Introduction

Teachers’ competencies and their role in modern society

Empirical study on student perceptions

Differences by school level and subject

Implications and need for further research

Elementary and Secondary School Students’ Perceptions of Teachers’ Classroom Management Competencies Jana Kalin*1, Cirila Peklaj2, Sonja Pečjak2, Melita Puklek Levpušček2 and Milena Valenčič Zuljan3 • Teachers with proper training in knowledge transfer to different students, in the creation of suitable learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teacher’s classroom management competencies largely determine the potential of achieving educational goals and helping pupils form integral personalities. Studies show that teachers lack competencies for classroom management and ensuring discipline in the classroom. In the article, we present the results of empirical study on students’ perceptions on teachers’ classroom management competencies in two different subjects, mathematics and Slovene language. A total of 907 students from elementary and secondary schools in Slovenia participated in the study. Differences in students’ assessments have been established in reference to school level and subject. Students’ responses show that secondary school teachers are more focused on achieving educational goals, while aspects of forming a suitable class climate remain less important. The components of quality classroom management (maintenance of supportive learning climate, trusting students) are present in Slovene classes in a larger extent in comparison to maths classes, particularly at the elementary school level. Secondary school students assessed the clarity of rules, student obligations and paying attention in class higher in maths than in Slovene. The results of student’s assessment of teacher competencies imply a need for additional research on teachers’ classroom management competencies in different curriculum subject. Keywords: classroom management, math classes, Slovene classes, student’s perception of teacher competencies, teacher’s roles 1 *Corresponding Author. University of Ljubljana, Faculty of Arts, Slovenia; [jana.kalin@guest.arnes.si](jana.kalin@guest.arnes.si). 2 University of Ljubljana, Faculty of Arts, Slovenia. 3 University of Ljubljana, Faculty of Education, Slovenia. 38 elementary and secondary school students’ perceptions of teachers’ classroom ... Pogledi učencev osnovnih in srednjih šol na učiteljeve kompetence vodenja razreda Jana Kalin, Cirila Peklaj, Sonja Pečjak, Melita Puklek Levpušček in Milena Valenčič Zuljan • Kakovostno vzgojo in izobraževanje lahko zagotavljajo samo učitelji, ki so ustrezno usposobljeni na več področjih – od posredovanja znanja raznolikim učencem, vzpostavljanja ustreznih pogojev za učenje, spodbujanja učencev k aktivnemu sodelovanju in učenju drug od drugegado oblikovanja oddelčne skupnosti ter samostojnih in odgovornih osebnosti. Učiteljeve kompetence vodenja razreda v pomembni meridoločajo možnosti za doseganje učnih ciljev in oblikovanje celostneosebnosti učenca. Raziskave kažejo, da so učitelji slabo usposobljeniprav za vodenje razreda in zagotavljanje discipline pri pouku. V članku predstavljamo rezultate empirične študije o učenčevem zaznavanju učiteljevih kompetenc vodenja razreda pri matematiki in slovenščini. V raziskavo je bilo vključenih 907 učencev iz slovenskih osnovnih in srednjih šol. Glede na stopnjo šolanja in predmet poučevanja smo ugotavljali zanimive razlike med ocenami učencev. Odgovori učencev kažejo, da so učitelji v srednji šoli bolj osredinjeni na doseganje izobraževalnihciljev, medtem ko vidik oblikovanja ustrezne razredne klime ostaja manjpomemben. Dejavnike kakovostnega vodenja razreda (vzpostavljanjepodpornega učnega okolja, zaupanje učencem) so učenci v večji merizaznavali pri pouku slovenščine kot pri pouku matematike, posebej naravni osnovnošolskega izobraževanja. Dijaki srednjih šol so pri pouku matematike višje kot pri pouku slovenščine ocenjevali učiteljevo jasnost

FAQs

What is the purpose of the study?

To examine students’ perceptions of teachers’ classroom management competencies in mathematics and Slovene language.

How many students took part in the research?

A total of 907 elementary and secondary school students from Slovenia participated.

What differences appear between mathematics and Slovene classes?

Students report stronger presence of quality classroom management components in Slovene classes, while mathematics receives higher ratings for clarity of rules, obligations, and attention in class.

Oct 15, 2026

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