Evaluation of Mathematics and Physics Teacher Performance in Implementing Classroom Discipline Strategies for Elementary School Students
Abstract
Analyzing effective standards of implementing classroom discipline strategies in subject teaching, this study focuses on the performance of Elementary school Mathematics and Physics teachers which is lacking in available literature on the subject. Employing an easy quantitative research paradigm, structured questionnaires and classroom observation were performed on one hundred and fifty teachers. From the study it is evident that the performance of teachers correlate positively with the manner in which discipline strategies are implemented. From the multiple regression analysis, the frequency of strategy use, teacher experience, and class size were found to have a positive relationship with performance while ANOVA identified subject area differences in the use of discipline. The outcomes of this study once again prove the significance of specifically developed discipline techniques for Mathematics and Physics teaching, and may be beneficial for those who are concerned with improvement of discipline practices in classroom.
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