TEACHER-STUDENT RELATIONSHIP HARMONY AND STUDENT LEARNING OUTCOMES IMPRINTED BY TEACHER CLASSROOM MANAGEMENT STYLES AT A HIGHER EDUCATION INSTITUTION

Abstract

This study investigated teacher classroom management styles and student perceptions towards teachers’ teaching styles, which affect student achievement. The descriptive, correlative survey was employed to analyze the four types of classroom management, namely authoritative, authoritarian, demographic, and laissez-faire management. The results were based on the researcher-made questionnaire with 141 teachers and 365 students, who were selected by Slovin’s formula at a higher education institution during the second term of 2020-2021 school year. The results revealed that teachers and students shared the similarities in the viewpoints of low authoritative management, high authoritarian and democratic management. However, there was an opposite stance in laissez-faire management in which teachers expected a very high laissez-faire management whereas students underestimated and evaluated a low thought. This study is used as a resourceful reference for educators to create a proactive learning atmosphere which improves student learning outcomes.