TEACHING WITH AUTHORITY IN THE CLASSROOM AND THE VALUE OF ITS CLASSROOM AUTHORITY ON STUDENT OUTCOMES

Abstract

A teacher classroom management style that involves setting clear expectations and boundaries while also being responsive to the needs of students is said to be the ideal classroom management style for 21st-century classrooms. Therefore, it was necessary to compare the effects of authoritative classroom management styles versus non-authoritative classroom management styles on student achievement and to assess if an authoritative classroom management style promotes self-regulation in high school students more effectively than any other style. Employing the theoretical framework of Maslow's Hierarchy of Needs and using a mixed-methods research design, questionnaires, interviews, and observation, the study found that authoritative classroom management styles have a better impact on student achievement than non-authoritative classroom management styles, which were significantly at the.05 level; the authoritative classroom management style fosters self-regulation in high school students more than any other style, which was significantly at the.05 level. The study concludes that authoritative management style has a positive impact on the academic achievement, self-regulation, and emotional-social development on high school learners.