<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Necati Çobanoğlu</style></author><author><style face="normal" font="default" size="100%">Selçuk Demir</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT JUSTICE AND SCHOOL ENGAGEMENT FROM THE PERSPECTIVE OF UNIVERSITY STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">classroom management</style></keyword><keyword><style  face="normal" font="default" size="100%">correlation</style></keyword><keyword><style  face="normal" font="default" size="100%">perception of justice</style></keyword><keyword><style  face="normal" font="default" size="100%">school engagement</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1662401084.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education continues to be an area that is likely to completely affect the future of humanity. Countries are trying to raise the level of education and increase the quality of the education provided as much as possible. To ensure that the quality of education is improved, many studies look from the perspectives of educators and officials who determine education policies. This study examines teachers' classroom management and approaches to justice in the classroom through the eyes of students. This study aims to shed light on the relationship between educators’ justice in classroom management and students’ school engagement based on the perceptions of university students. The study is based on a correlational design that examines the relationship between variables. It was conducted with 283 students at Şırnak University. The sample was determined randomly. The data were collected via the &quot;Perception of Justice in Classroom Management&quot; scale and the &quot;School Engagement of University Students&quot; scale. As a result, there was a moderately positive and significant relationship between the perception of justice in classroom management and school engagement. Besides, as a result of the regression analysis, it was revealed that the perception of the educators towards justice in classroom management predicted students’ school engagement. It was observed that 19% of students' school engagement was explained by educators’ perceptions of justice in classroom management. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">516-530</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tomislava Vidić</style></author><author><style face="normal" font="default" size="100%">Marina Đuranović</style></author><author><style face="normal" font="default" size="100%">Irena Klasnić</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENT MISBEHAVIOUR, TEACHER SELF-EFFICACY, BURNOUT AND JOB SATISFACTION: EVIDENCE FROM CROATIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">burnout</style></keyword><keyword><style  face="normal" font="default" size="100%">classroom management</style></keyword><keyword><style  face="normal" font="default" size="100%">job satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative methodology</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1628687525.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers’ self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">657-673</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Akkas Baysal, E.</style></author><author><style face="normal" font="default" size="100%">Gürbüz Ocak</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS’ VIEWS ON STUDENT MISBEHAVIORS DURING ONLINE COURSES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">classroom management</style></keyword><keyword><style  face="normal" font="default" size="100%">online courses</style></keyword><keyword><style  face="normal" font="default" size="100%">student misbehaviors</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ views</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1623676421.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Student misbehaviors in the classroom both disrupt students’ attention and affect negatively teaching and learning process. With the increase of online courses after Covid-19 pandemic, the type of student misbehaviors changed a lot. The aim of research was to examine student misbehaviors encountered during online courses, to identify the most common and disruptive student misbehaviors from teachers' perspective and to put forth teachers’ suggestions about proper behaviors. The research was a phenomenological study. Data were gathered from 71 teachers teaching different courses and working at various levels. For data collection, a semi-structured interview form developed by the researchers was used. It was assessed through descriptive analysis. According to findings, a list containing 27 different student misbehaviors was generated. Results showed that the most common misbehaviors were indifference to course, not attending course, turning off webcam and slanging. The most disruptive misbehaviors were making noise, absenteeism, and distractibility. Findings revealed that teachers had some ideas to overcome these misbehaviors such as taking attendance, getting family support, encouraging students to turn on webcam, creating intrinsic motivation and organizing parent meetings. It can be concluded that some unwanted student behaviors can be seen during online courses; however, it can be overcome with the help of some precautions taken by teachers. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">343-359</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hassan, Ul. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS’ SELF-EFFICACY: EFFECTIVE INDICATOR TOWARDS STUDENTS’ SUCCESS IN MEDIUM OF EDUCATION PERSPECTIVE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement scores</style></keyword><keyword><style  face="normal" font="default" size="100%">classroom management</style></keyword><keyword><style  face="normal" font="default" size="100%">education medium</style></keyword><keyword><style  face="normal" font="default" size="100%">instructional strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary level</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ engagement</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1571384846.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">School is a subculture of any society having different educational diversity. This diversity affects on teachers and students achievements; pillars of teaching learning process. Teachers have great concerns towards students’ success. They deliver plethora of information to improve students’ achievements. Present quantitative ex-post-facto research was framed to explore the effect of teachers’ self-efficacy on students’ achievement scores applying multilingual instructions for students’ success on sample of randomly selected 1100 male respondents; 300 secondary school teachers and 800 students of District Kasur, of Lahore Division. Data from teachers were collected by administering long form of Teachers’ Self-Efficacy Scale whereas students’ achievement scores were obtained from annual gazette notification of Board of Intermediate and Secondary Education, Lahore. Cronbach’s Alpha Score was applied to confirm instrument’s reliability .851. Normality of the data were confirmed by calculating Shapiro-Wilk’s test. Findings of regression analysis depict that overall teachers’ self-efficacy has affected 65 % whereas students’ engagement 59 %, educational strategies 60 %, classroom management 59 % and teachers’ medium of education has affected 30 % on students’ achievement scores. Present research recommends that Government structure teachers’ self-efficacious believes through providing training, conducting workshops before joining teaching professions and ensuring certificates; once teachers’ confidence structure, less possible to alter to obtained desired achievements during teaching learning process. Furthermore, it is dire need to implement single medium of instructions; English / Urdu in public sector secondary schools of Punjab as bilingual medium of education have been remaining one of the barrier that lead students towards poor achievements.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">667-679</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marcus Samuelsson</style></author><author><style face="normal" font="default" size="100%">Joakim Samuelsson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROFICIENT CLASSROOM MANAGEMENT THROUGH FOCUSED MATHEMATIC TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">classroom management</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">proficient teacher</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1513710893.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A not entirely unusual position among teachers is that they believe that they must first establish a peaceful classroom before they can begin to teach the subject. This research, shows how a proficient mathematics teacher teaches his subject and thereby creates a quiet and focused classroom and exerts effective leadership, just by teaching mathematics. The researchers observed a male mathematics teacher for almost half a year, i.e. one semester. The results of research present several patterns that the researchers saw during the observations of his teaching. The teacher showed an interest in each student’s mathematical thinking and expressed explicitly how students were expected to learn mathematics. He also directed students’ attention to mathematics and established a culture where all solutions were important in the teaching process. In the teaching process, he used multiple representations to motivate students and a lot of supportive expressions that made them feel that they were able to learn mathematics. He worked patiently to establish structures, and there was almost no disruptive behaviour. Students simply did not have time to interfere because they were so engaged in learning mathematics.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">634-651</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Eyvind   Elstad</style></author><author><style face="normal" font="default" size="100%">Knut-Andreas   Christophersen</style></author><author><style face="normal" font="default" size="100%">Are   Turmo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE INFLUENCE OF TEACHER SKILLS ON PUPIL VOLITION IN SCIENCE LEARNING: A NORWEGIAN INVESTIGATION OF THE STUDYING BEHAVIOURS OF 16-YEAR-OLDS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">classroom management</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher press</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher’s relational building</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1408437163.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">39</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In a school system in which young people receive an ever greater degree of self-determination, it is important to study how the teacher can influence young people’s motivation to work towards long-term goals in schoolwork. The purpose of this study is to investigate which teaching skills influence the volition of 16-year-olds. Structural equation modelling of cross-sectional surveys from one survey was used to estimate the path coefficients. The influence of teachers’ skills on 16-year-olds’ volition was estimated. The analysis indicates that the teacher’s perceived ability to influence pupil volition is present, but modest. Classroom management has a moderately-high effect on pupil volition, whilst the teacher’s press has only a moderate effect on pupil motivation. The teacher’s relationship-building efforts have little effect on either pupil motivation or volition. The indirect effect from pupil motivation to pupil volition is of moderately-high strength. However, a cross-sectional study does not allow us to test causal relationships amongst personal antecedents of pupil volition. Teachers may exercise some influence over 16-year-olds’ volition primarily by means of classroom management, but also in terms of pupil motivation via teacher press. Teachers may exploit this capacity to influence in order to improve pupil performance at school. For pupils lacking academic motivation, the teacher’s efforts to motivate and to strengthen pupil volition are important, including in terms of social levelling. The study provides new knowledge about teacher influence on the volition of Norwegian 16-year-olds.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">29-39</style></section></record></records></xml>