Redefining Teaching Styles of Teachers as Classroom Managers: A Hybrid of Management and Pedagogy Framework

Abstract

The role of a teacher as a manager had long been associated with the teacher’s classroom management methods and techniques thus a teacher is referred to as a “manager” inside the classroom. The study coined appropriate labels for teachers as classroom mangers in a contextualized manner through the fusion of Blake and Mouton’s managerial grid and Farhad Analoui’s teaching styles. The hybrid of managerial grid and teaching style framework utilized common nouns in place of descriptive nouns as used by Blake and Mouton and Analoui to have a better understanding about the teachers’ management and teaching styles based on their level of concern for the students and the subject: terror, comfort-giver, commoner, goal-seeker, and idol teacher. The descriptive method of research was used in determining the management and teaching styles of thirty (30) teachers of Mathematics and Mathematics-allied subjects through a researcher-made teaching style questionnaire and how said styles relate to the respondents’ profile and their differences as to concern for students and the subject. The study reveals that there is great association between the teachers’ management and teaching style as to their age and field of specialization. Differences in the teachers’ level of concern for the students and the subject were also established across different management and teaching styles.