Effectiveness of Teachers Training in the Effective Classroom Management on the Behavioral and Cognitive Engagement of Semnan Primary School Students

The purpose of this study was to determine the effectiveness of teachers’ traininig in effective classroom management on students’ behavioral and cognitive academic engagement. Research plan, experimental pretest-posttest control group with follow-up testing was used. The population of this research included all female teachers with work experience under 10 years from seaman elemetary secondary schools (fourth to sixth grades) and their class students. The participants of intervention program were 32 teachers with their class students chosen and participated in simple random replacement method in experimental and control groups (each group, n=16). Then, the intervention was performed for the teachers in experimental group during 15 two hours sessions. The data gathering tool was the questionnaire of Reeve and Tseng academic engagement (2011) completed by the students in both groups. Data analysis was performed using Multivariate in spss software. The results showed that training teachers in effective classromm management skills increased the mean scores of students of the experimental group in academic engagement and its dimensions including behavioral and cognitive academic engagement compared to the control group (p < 0.001). Moreover, the results proved to be stable in a time lapse of two months. Based on the results, it can be concluded that training teachers of classroom management skills is effective on students' academic engagement. In conclusion, the results of the present study indicate the importance of training teachers in classroom management skills in improving student's academic engagement.