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All Journal Journal of English Teaching and Applied Linguistics (JETAL)
Zewdie, Tsegaye Mitiku
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Languange, Linguistic, Communication & Media Social Sciences

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RELATIONSHIPS BETWEEN CLASSROOM MANAGEMENT STYLES AND GRADE 8 ENGLISH STUDENTS’ PERFORMANCE IN ADDIS ABABA MIDDLE SCHOOLS: A QUANTITATIVE ANOVA STUDY Zewdie, Tsegaye Mitiku; Kebede, Seime
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2216

Abstract

This cross-sectional quantitative study examined the relationship between teachers’ instructional and behavioral management styles and students’ performance in the Grade 8 English examination in Addis Ababa, Ethiopia. The population comprised 252 government middle schools, from which 36 schools were selected using a systematic simple random sampling technique. 42 Grade 8 English teachers in the sampled schools were included. A comprehensive sampling technique was used in selecting the teachers. Data were collected through a demographic survey and the Behavior and Instructional Management Scale (BIMS; Cronbach’s α = 0.75). Students’ performance was measured using their English passing rates in the Primary School Leaving Examination. Descriptive statistics, one-way ANOVA, and Tukey HSD post hoc tests were conducted to examine differences in student performance across classroom management styles. Results revealed statistically significant differences in students’ passing rates across instructional management styles, F(2, 39) = 8.181, p = .001, η² = .31, and behavioral management styles, F(2, 39) = 7.756, p = .001, η² = .28. Tukey HSD analysis indicated that students taught by interventionist teachers outperformed those taught by non-interventionist teachers, while differences between interactionalist teachers and the other groups were not statistically significant. These findings suggest that structured, teacher-directed classroom management styles are associated with higher student achievement in Grade 8 English.
Co-Authors Kebede, Seime