The Impact of a Relationship-Based Classroom Management Approach on Teacher Self-Efficacy and Teacher Job Satisfaction for K-3 Public School Educators Post-Pandemic

Abstract

This study aims to investigate the impact of a relationship-based classroom management approach on teacher self-efficacy and teacher job satisfaction for K-3 public school educators. The relationship-based classroom management approach revolves around a PART framework. PART stands for prepped and ready, attitude awareness, respect and responsibility, and teamwork (Goins, 2021). These expectations or rules help educators manage their classrooms as a class community. Theoretically, the approach applies social cognitive theory and sociocultural theory to motivate students and teachers to be in a relationship with each other. This collective case study determines if the approach’s prosocial focus can impact teacher self-efficacy and job satisfaction. Questionnaires, observations, and interviews were used to collect the data. A qualitative data analysis software called NVivo determined common themes or patterns throughout the cases. The main themes that emerged from the results include high rates of teacher self-efficacy through mastery experiences and social persuasions. In addition, participants noted high rates of teacher job satisfaction due to work fulfillment, shared responsibility, and collectivism. These themes answered the two research questions on teacher efficacy and teacher job satisfaction.