Classroom Management as a Predictor of Teacher Professional Performance: Empirical Evidence from Islamic Elementary Schools in East Java
Keywords:
Classroom Management, Teacher Performance, Madrasah Ibtidaiyah, Islamic Elementary Education, Professional DevelopmentAbstract
This study investigates the extent to which classroom management predicts teacher professional performance in Islamic Elementary Schools (Madrasah Ibtidaiyah) across East Java Province, Indonesia. Employing a quantitative cross-sectional survey design, the study recruited 155 teachers through proportional stratified random sampling from a population of 252 educators distributed across seven institutions. Validated instruments assessed two primary constructs: classroom management—encompassing lesson planning, behavioral regulation, teacher-student interaction, motivational reinforcement, learning organization, technology integration, and creative instructional practices—and teacher performance, operationalized through dimensions of learning effectiveness, professional competence, and occupational motivation. Data were analyzed using descriptive statistics and simple linear regression. The findings revealed that classroom management demonstrates a statistically significant and positive association with teacher performance (β = 0.366, t = 6.502, p < .001), with the model accounting for 35.5% of the variance in performance outcomes (R² = .355). These results indicate that proficient classroom organization, systematic behavioral management, and structured instructional delivery contribute meaningfully to teacher professional efficacy. The study concludes that cultivating classroom management competencies constitutes a strategic lever for enhancing teacher performance within the Islamic elementary education sector. Practical implications are discussed with reference to targeted professional development initiatives and supervisory practices grounded in classroom-based evidence.
References
Ahmad, I., Said, H., Syed Mansor, S. S., Mokhtar, M., & Hassan, Z. (2014). How teacher moderates the relationship between democratic classroom environment and student engagement. Review of European Studies, 6(4), 239–248. https://doi.org/10.5539/res.v6n4p239
Aliakbari, M., & Bozorgmanesh, B. (2015). Assertive classroom management strategies and students’ performance: The case of EFL classroom. Cogent Education, 2(1), 1012899. https://doi.org/10.1080/2331186X.2015.1012899
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Dacholfany, M. I., Antoni, R., Sulissusiawan, A., Rijal, S., Utiarahman, A., Vanni Alam, H., & Bagea, I. (2024). The effectiveness of teacher professional development program on classroom and behavior management: A systematic review. Journal of Education Culture and Society, 15(2), 451–470. https://doi.org/10.15503/jecs2024.2.451.470
Divoll, K. A., & Lastrapes, R. E. (2024). Creating a positive learning environment. In The Special Educator’s Guide to Behavior Management (pp. 3–18). Routledge. https://doi.org/10.4324/9781003526469-2
Frank, C. L. (2018). The teacher’s role. In Managing Classrooms and Student Behavior (pp. 87–110). Routledge. https://doi.org/10.4324/9781315193205-5
Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). The relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral Disorders, 43(2), 302–315. https://doi.org/10.1177/0198742917714809
Garwood, J. D., & Vernon-Feagans, L. (2017). Classroom management affects literacy development of students with emotional and behavioral disorders. Exceptional Children, 83(2), 123–142. https://doi.org/10.1177/0014402916651846
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
Heemsoth, T. (2014). Classroom climate as mediator of the relationship between classroom management and motivation in physical education. Psychologie in Erziehung und Unterricht, 61(3). https://doi.org/10.2378/peu2014.art16d
Imms, W., & Byers, T. (2017). Impact of classroom design on teacher pedagogy and student engagement and performance in mathematics. Learning Environments Research, 20(1), 139–152. https://doi.org/10.1007/s10984-016-9210-0
Kanya, N., Fathoni, A. B., & Ramdani, Z. (2021). Factors affecting teacher performance. International Journal of Evaluation and Research in Education, 10(4), 1462. https://doi.org/10.11591/ijere.v10i4.21693
Kayyali, M. (2025). Classroom management. In Exploration of K-12 Teaching and Learning for Teacher Educators (pp. 53–78). IGI Global. https://doi.org/10.4018/979-8-3693-9370-3.ch003
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583
Manca, S., Cerina, V., Tobia, V., Sacchi, S., & Fornara, F. (2020). The effect of school design on users’ responses: A systematic review (2008–2017). Sustainability, 12(8), 3453. https://doi.org/10.3390/su12083453
Marder, J., Thiel, F., & Göllner, R. (2023). Classroom management and students’ mathematics achievement: The role of students’ disruptive behavior and teacher classroom management. Learning and Instruction, 86, 101746. https://doi.org/10.1016/j.learninstruc.2023.101746
Mayer, S. (2025). The secret ingredients to classroom management: Research-based strategies for building positive and productive learning environments. The Teacher Educator, 1–7. https://doi.org/10.1080/08878730.2025.2573372
Mila Hasanah, Yasir Arafat, Mahyudin Barni, Ahmad Thib Raya, & Aprilianto, A. (2024). Teachers’ strategies for managing disruptive behavior in the classroom during the learning process. Nazhruna: Jurnal Pendidikan Islam, 7(3), 628–645. https://doi.org/10.31538/nzh.v7i3.7
Mubarok, R., Sholeh, M., & Irayana, I. (2023). Classroom management strategy in implementing the Merdeka curriculum (Independent Curriculum) in primary education institutions. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 13(2), 189–202. https://doi.org/10.18952/aladzkapgmi.v13i2.11356
Nafisah, A., Marmoah, S., & Riyadi, R. (2023). Teacher classroom management skills: Case study of the activator school programme in Indonesia. International Journal of Learning, Teaching and Educational Research, 22(12), 389–407. https://doi.org/10.26803/ijlter.22.12.19
Ningtiyas, F. A., & Jailani. (2018). Does teacher’s training affect the pedagogical competence of mathematics teachers? Journal of Physics: Conference Series, 1097, 012106. https://doi.org/10.1088/1742-6596/1097/1/012106
Nopriyeni, N., Prasetyo, Z. K., & Djukri, D. (2019). The implementation of mentoring based learning to improve pedagogical knowledge of prospective teachers. International Journal of Instruction, 12(3), 529–540. https://doi.org/10.29333/iji.2019.12332a
O’Neill, S. C., & Stephenson, J. (2011). The measurement of classroom management self-efficacy: A review of measurement instrument development and influences. Educational Psychology, 31(3), 261–299. https://doi.org/10.1080/01443410.2010.545344
Plax, T. G. (2008). Classroom management techniques. In The International Encyclopedia of Communication. Wiley. https://doi.org/10.1002/9781405186407.wbiecc032
Putra, E., & Yanto, M. (2025). Classroom management: Boosting student success—a meta-analysis review. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2458630
Reinke, W. M., Herman, K. C., & Copeland, C. B. (2022). Student engagement: The importance of the classroom context. In Handbook of Research on Student Engagement (pp. 529–544). Springer. https://doi.org/10.1007/978-3-031-07853-8_25
Rohmansyah, N. A., & Hiruntrakul, A. (2022). Effective learning environments in physical education. Physical Education Theory and Methodology, 22(3s), S79–S84. https://doi.org/10.17309/tmfv.2022.3s.11
Samantray, A., Behera, R. R., & Acharya, A. K. (2024). Effectiveness of ICT-integrated pedagogy on pre-service teachers’ teaching competence in mathematics. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1401188
Simpson, J. N., Hopkins, S., Eakle, C. D., & Rose, C. A. (2020). Implement today! Behavior management strategies to increase engagement and reduce challenging behaviors in the classroom. Beyond Behavior, 29(2), 119–128. https://doi.org/10.1177/1074295620909448
Skiba, R., Ormiston, H., Martinez, S., & Cummings, J. (2016). Teaching the social curriculum: Classroom management as behavioral instruction. Theory Into Practice, 55(2), 120–128. https://doi.org/10.1080/00405841.2016.1148990
Smith, E., & Reimer, D. (2018). Classroom management, disciplinary climate and mobbing: Results from TIMSS 2011. Nordic Studies in Education, 38(01), 35–51. https://doi.org/10.18261/issn.1891-5949-2018-01-04
Spilles, M., Huber, C., Kaspar, K., & Hennemann, T. (2024). Die Bedeutung der von Grundschulkindern wahrgenommenen Beziehung zu ihrer Klassenlehrkraft für deren Einhaltung von Klassenregeln. Zeitschrift für Erziehungswissenschaft, 27(1), 257–275. https://doi.org/10.1007/s11618-023-01205-4
Syamsiah, Ramly, M., Basalamah, S., & Bunyamin, A. (2024). Performance enhancement of madrasah teachers: A structural equation model. Revista de Gestão Social e Ambiental, 18(2), e04856. https://doi.org/10.24857/rgsa.v18n2-067
Thiel, F., Richter, S. G., & Ophardt, D. (2012). Management of transitions in the classroom: An expert-novice study about classroom management. Zeitschrift für Erziehungswissenschaft, 15(4), 727–752. https://doi.org/10.1007/s11618-012-0325-5
Tincani, M. (2021). Preventing challenging behavior in your classroom. Routledge. https://doi.org/10.4324/9781003237235
Tomaszewski, W., Xiang, N., Huang, Y., Western, M., McCourt, B., & McCarthy, I. (2022). The impact of effective teaching practices on academic achievement when mediated by student engagement: Evidence from Australian high schools. Education Sciences, 12(5), 358. https://doi.org/10.3390/educsci12050358
Turtura, J., Sutherland, M., Kosty, D., Doabler, C. T., Lussier, C., & Clarke, B. (2024). Examining the relations between interventionists’ use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention. Psychology in the Schools, 61(6), 2508–2528. https://doi.org/10.1002/pits.23177
van Dijk, W., Gage, N. A., & Grasley-Boy, N. (2019). The relation between classroom management and mathematics achievement: A multilevel structural equation model. Psychology in the Schools, 56(7), 1173–1186. https://doi.org/10.1002/pits.22254
Vlčková, K., Květon, P., Ježek, S., Mareš, J., & Lojdová, K. (2019). Adaptation of the behavior and instructional management scale to Czech classroom conditions. Studia Paedagogica, 24(1), 135. https://doi.org/10.5817/SP2019-1-6
Walters, A. G. (2022). Classroom management 3.0. In Research Anthology on Interventions in Student Behavior and Misconduct (pp. 804–821). IGI Global. https://doi.org/10.4018/978-1-6684-6315-4.ch042
Yusof, C., Mariani, M., & Hafiza, S. (2016). Approaches and models of behaviour management in classroom. In Knowledge, Service, Tourism & Hospitality (pp. 55–60). CRC Press. https://doi.org/10.1201/b21184-12
