CLASSROOM MANAGEMENT STYLES AND TEACHER - STUDENT RELATIONSHIP CONGRUENCY: ITS INFLUENCE ON STUDENT LEARNING OUTCOMES

Abstract

This study investigated the congruency of the classroom management styles and teacher-student relationship as well as its influence on student learning outcomes. The classroom management styles are categorized as authoritarian, autocratic, democratic and laissez faire. The study employed the quantitative aspect which was the determination of the profile, classroom management styles, teacher-student relationship and the learning outcomes. The respondents were the teachers and students at Thai Nguyen University during the school year 2018-2019. A total of 1,703 students and 92 teachers were chosen through a convenience sampling method. The findings imply that teachers place limits and controls on the students but simultaneously encourage independence. There is a significant relationship between teacher-student relationships with the classroom management, which influences the way teachers manage their classrooms. Moreover, the congruency of the relationship implies that the more favorable the teacher-student relationship is, the higher the extent of learning is. In short, students are able to learn more when they experience healthy teacher-student relationship.