Instructional, Relational, and Regulatory Dimensions of Classroom Management: An Empirical Multivariate Analysis of Secondary School Teachers in India
DOI:
https://doi.org/10.66558/eisf.2026.1.4Keywords:
classroom management, instructional competence, teacher-student relationship,, behaviour management, online classroom managementAbstract
Effective classroom management is increasingly understood as a multidimensional component of teacher professionalism, encompassing instructional competence, teacher–student relationships, behaviour management, and responsiveness to changing learning environments. This study examined classroom management strategies among 291 secondary school teachers, with particular attention to differences associated with age, gender, and locality, as well as the relative contributions of selected management-related dimensions. Data were collected using an 84-item instrument covering 21 classroom management strategies, measured on a three-point Likert scale. The instrument demonstrated satisfactory internal consistency (Cronbach’s α = .89). Descriptive findings indicated comparatively high levels of subject proficiency (M = 2.96, SD = 0.18), teacher–student relationships (M = 2.92, SD = 0.22), and behaviour management (M = 2.90, SD = 0.25), whereas online classroom management (M = 1.89, SD = 0.40) and punishment and reward (M = 1.58, SD = 0.45) received comparatively lower ratings. Significant differences in online classroom management were observed according to age and locality. Multiple regression analysis indicated that instructional competence and relational engagement were positively associated with the criterion variable, whereas punishment and reward showed a small negative association. The findings reinforce the view that classroom management extends beyond maintaining discipline and requires an integrated combination of instructional, relational, behavioural, and digital competencies. The study highlights implications for teacher education, school-based professional development, and institutional support for digitally responsive classroom practices. Given the cross-sectional and self-report nature of the study, the findings are interpreted as patterns of association rather than causal effects.
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