Teacher's subjective theories on instructional time management and classroom environment

Abstract

The objective of this research study was to reconstruct the subjective theories (ST) of the classroom environment and the instructional time of 24 teachers from low-income schools. Data collection methods included a sociodemographic survey and semi-structured episodic interviews. Collected data were analyzed using grounded theory procedures. The results showed ST facilitators of time management, such as good student behavior and teacher engagement. Instructional time management obstacles included low student drive and interest in learning, teacher improvisation in the classroom, and unfavorable features found in low-income schools. Classroom environment management is perceived as an element that allows students to improve their performance and behavior. It is concluded that instructional time management can be affected by factors such as student behavior and discipline and teacher engagement and approachability.