Phenomenological Study on Classroom Management Practices in the Eyes of Higher Vocational Teachers in China

Huanhuan Sun; Cheok Mui Yee

doi:10.6918/IJOSSER.202410_7(10).0035

Authors

Huanhuan Sun
Cheok Mui Yee

DOI:

https://doi.org/10.6918/IJOSSER.202410_7(10).0035

Keywords:

Classroom Management Practice; Vocational Teachers; A Phenomenological Study.

Abstract

Teachers who possess the ability to manage their classrooms are able to create an environment where learning is the focus. This study employs a qualitative phenomenological approach, focusing on an in-depth exploration of the lived experience of teachers related to their practice in classroom management. Semi-structured interviews were conducted with 13 higher vocational college teachers in China through purposive sampling. The findings indicate five core practices experienced by these teachers: creating a learning environment, maintaining classroom discipline and order, respecting student diversity and needs, developing students' social abilities, and managing course content and progress. Teachers generally agree that the fundamental task of classroom management is to construct a conducive learning environment, stimulating students' interest in learning, encouraging their active participation, enhancing learning outcomes, and promoting personal growth and psychological well-being.

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