The effects of well trained teachers in grades 6, 7, and 8 on creating a positive classroom environment in lebanese schools in Mount Lebanon: Meten El Shemali and Kesrwan

النوع : Thèse

There is growing concern about the standards of the education system in Lebanon, which leads to the need to create a more dynamic learning environment. The Ministry of Education has over the years called for reforms to professionalize the education sector. In doing so, the Ministry has developed educational aims which encompass mastery of the profession and design of professional development programs to improve the teaching experience. Disruptive behavior is a common phenomenon in the Lebanese education sector. This study sought to investigate the strategies adopted by well-trained teachers to deal with disruptive behavior and attain the primary goal of developing a classroom management model based on fieldwork carried out with well-trained teachers. The study adopted a mixed-methods design to establish the classroom management strategies used by well-trained teachers in Lebanon. The study subjects included a stratified random sample of five hundred teachers of grades 6, 7 and 8 from Anglophone and Francophone public and private schools in Meten El Shemali and Keserwan. In addition, twenty-four teachers were chosen for the observation phase and three directors for the interview. Data were collected through a semi-structured questionnaire, an observation sheet and interview schedules. The study established that well-trained teachers adopted diverse strategies for the creation of a positive classroom environment. The study proposes a classroom management model founded on the strategies used by well-trained teachers to deal with student disruptive behavior and create a positive learning environment. The model can assist teachers in Lebanon to deal with the challenges of disruptive student behavior and achieve effective classroom management.