English Teachers’ Perceptions of Classroom Management Skills at a High School in Quang Ninh province

Abstract

This study aims to study English teachers’ perceptions of classroom management necessary skills at a high school in Quang Ninh. An exploratory research design was applied in this study. Eight English teachers were purposively chosen to participate in the study. A structured questionnaire was used to collect necessary data about the teachers’ perceptions of classroom management skills and the use of those skills in managing their English classes. The informal interview was then conducted to obtain in-depth information about teachers’ perceptions and reasons for what they did in the class. The collected data was analysed quantitatively and qualitatively and presented in tables and translation scripts. Results of the study revealed that English teachers at a high school in Quang Ninh province have a positive perception of their roles in managing the learning process of their students. They all played 8 dominant roles in managing their class. (Controller, Organizer, Assessor, Prompter, Participant, Resource, Tutor, and Observer). In addition, in order to play the roles through classroom activities more effectively, besides having a deep understanding of the teacher’s roles, the ways of acting their roles, and knowing how to apply them appropriately