DOI: https://doi.org/10.36719/2706-6185/54/48-54
Nuray Rustamova
Azerbaijan State Pedagogical University
https://orcid.org/0000-0002-2336-5067
nf.rustamova@adpu.edu.az
Zeynab Bagirova
Azerbaijan State Pedagogical College under the
Azerbaijan State Pedagogical University
https://orcid.org/0009-0003-7220-5902
zheydarovabaqirova@mail.ru
A New Look At Classroom Management:
Towards Culture-Oriented Politics
Abstract
This study examines the advantages of transitioning from traditional classroom management approaches to the development of classroom culture and analyzes the significance of this shift in the educational experiences of contemporary learners. The research critically addresses the limitations of control-oriented management models and underscores the necessity of establishing a student-centered learning environment characterized by emotional interaction and collaborative engagement. Particular attention is given to the defining features of classroom culture, including the creation of a positive learning climate, the establishment of mutual respect, the encouragement of active student participation, and the enhancement of social and emotional competencies.
The empirical component of the study is based on the analysis of diagnostic assessment results obtained from a professional development program involving teachers. Participants engaged in a 35-day training program focused on key factors influencing the formation of classroom culture. To identify both quantitative and qualitative changes and to evaluate the effectiveness of the training content, a mixed-methods approach was employed, incorporating descriptive statistics, pre–post comparative analysis, and variance analysis. Descriptive statistical methods were applied through the calculation of means and standard deviations, while pre–post comparisons were used to assess the impact of the training intervention. Variance analysis was conducted to determine the extent of statistically significant changes in the results. The findings indicate that the development of classroom culture constitutes a critical pedagogical approach for teachers. Moreover, the results emphasize the necessity of constructing differentiated classroom cultures that are responsive to the individual characteristics of learners within each classroom context.
Keywords: culture, management, classroom management, classroom culture, modernity, cooperation