Practice and perceptions of classroom management: A study at the tertiary level

Oct 15, 2026

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The study examines existing classroom management practices and teachers’ perceptions at the tertiary level in Bangladesh, focusing on impacts across fifteen classroom management strategies. Data were collected via a structured five-point Likert scale questionnaire, surveying 113 teachers from 56 departments of 38 universities. Results indicate interdependence among teachers, students, authorities, rules and discipline, and classroom physical environments, while class size shows both positive and negative effects. Teachers appear capable in areas under their control, but issues controlled by university authorities often fall short.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Background and importance of classroom management

Gaps in Bangladeshi university research

Asian Journal of Contemporary Education ISSN(e): 2617-1252 DOI: 10. 55493/5052 . v8i2 .5098 Vol. 8, No. 2, 62-76 © 2024 AESS Publications. All Rights Reserved. Practice and perceptions of classroom management: A study at the tertiary level Md. Munibur Rahman Department of English, Jashore University of Science and Technology, Bangladesh. [Email:](Email: munibur@just.edu.bd)[ ](Email: munibur@just.edu.bd)[munibur@just.edu.bd](Email: munibur@just.edu.bd) (+ Corresponding author) ABSTRACT Article History Received: 19 March 2024 Revised: 13 May 2024 Accepted: 23 May 2024 Published: 5 June 2024 Keywords Class size Classroom management Classroom-discipline Seating arrangements Tools and techniques. The successful dissemination of learning inputs and its success largely depends on how aptly the classroom management issues are managed and addressed. This study investigated the existing scenario of classroom management practices and teachers’perceptions, and the impacts of the practices on fifteen specific classroom management strategies employed at the tertiary level in Bangladesh. With a structured questionnaire following a five-point Likert scale, 113 teachers from 56 departments of 38 universities were surveyed to collect data for this research. The study found that the teachers, students, the university authorities, classroom rules and disciplines, the physical environment of the classrooms, etc. were closely intertwined and the class size had both positive and negative impacts on the specific classroom management issues. The practices and teachers’ perceptions also implied that the teachers were quite capable of managing the issues that were directly under their control like the use of nonverbal communication or body language, changing the teaching strategies according to the proficiency levels of the students, etc. However, the classroom management issues like class size, infrastructure, etc. which were directly under the control of the university authority were not up to the standard. The findings of this research are expected to benefit the tertiary level classroom management system in Bangladesh and other countries by pointing out the issues to the teachers, policymakers, and education administrators. Contribution/ Originality: Classroom management plays a pivotal role in the success of classroom teaching at any level. So, this study investigated particular classroom management strategies practiced in the context of tertiary level education. These crucial issues have not yet been addressed in the Bangladeshi context. The findings are supposed to contribute to improving the present teaching-learning scenario. 1. INTRODUCTION Classroom management substantially affects the success of a class or lesson (Brown & Lee, 2015) as institutionalized or formal education mostly takes place in classrooms all over the world (Henryson, 2016) . Learning does not take place in a vacuum and the classroom is a place where it takes place most of the normal time (Williams & Burden, 1997) . So, the management of the classroom plays an important role in imparting learning inputs properly to the learners because it has the largest effect on the learners’ achievement as they cannot learn properly in a chaotic and poorly managed classroom (Marzano & Marzano, 2003) . For lack of proper classroom management, students very often can be off-task, fail to take part in class activities by sitting silent, distract other students by talking off the topics, and the class becomes futile (Lewis, 2002) . For this reason, it is of great importance to find out the picture of the present practice of classroom management and the perceptions of the teachers. Apart from these, it is vital to know how a class is managed by the teachers because the effectiveness of a class and academic performance largely depends on its management (Igbinoba & Marvelous, 2015) . These findings can help revise and modify the classroom manage

FAQs

What is the main focus of the study?

The study investigates classroom management practices and teachers’ perceptions at the tertiary level in Bangladesh, and evaluates impacts on fifteen specific classroom management strategies.

How was the data collected?

A structured questionnaire using a five-point Likert scale was administered to 113 teachers from 56 departments across 38 universities.

What did the study find about class size and classroom management?

Class size influences classroom management issues in both positive and negative ways, and classroom elements such as rules, discipline, and the physical environment are closely intertwined.

Oct 15, 2026

Upload by Mabel