Conducive classroom management strategies: an interview study with teachers on skills, challenges, and students’ learning motivation

Abstract

Conducive classroom management is an important factor in creating effective learning and enhancing students’ learning motivation. This study aimed to describe the classroom management strategies implemented by teachers, the challenges they encountered, and their influence on students’ learning motivation. The study employed a qualitative approach with a descriptive method. Data were collected through semi-structured interviews with classroom teachers and supported by documentary analysis. Data were analyzed using the Miles, Huberman, and Saldaña model, which includes data reduction, data display, and conclusion drawing. The findings indicate that teachers implemented various strategies, including establishing clear classroom rules, using interactive learning approaches, providing positive reinforcement, and building positive relationships with students. The challenges encountered included differences in students’ characteristics, disruptive behavior, and limited learning facilities. The findings demonstrate that effective classroom management can create a comfortable learning environment, increase student participation, and foster learning motivation. Therefore, teachers’ competencies in classroom management need to be continuously developed to support effective and successful learning.