Classroom Management Methods Among Primary School Teachers In The Kingdom Of Saudi Arabia In Light Of Gender - Experience And Qualification Variables

Abstract

The purpose of this research is to look at how primary school teachers in Saudi Arabia relate to one another and how they handle classroom management. This research delves into the impact of gender, teaching experience, and credentials on the selection of classroom management tactics using data collected from a stratified sample of educators. The results show that there are significant links between instructors' gender and their classroom management skills, which highlights the need for professional development programs that take gender into account. The fact that teachers with different amounts of experience have different methods for keeping their classes under control further shows how instructional tactics are always changing. Formal credentials may have a little influence on classroom management, but the findings help shed light on complex understandings of good teaching in Saudi Arabia. Contributing to continuing efforts to improve the quality of elementary education in the Kingdom, this research gives significant insights for individualized professional development.