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The Impact of Self-discipline on Classroom Management in Casablanca-Settat Middle/ High Schools

Author

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  • El Mehdi El Hamydy

    (Literature, Arts, and Pedagogic Engineering Laboratory, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra 14000, Morocco)

  • Hind Brigui

    (Literature, Arts, and Pedagogic Engineering Laboratory, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra 14000, Morocco)

Abstract

This paper examined the effect of self-discipline on classroom management in Casablanca-Settat private and public high/middle schools. The major purpose was to see the extent to which self-discipline is taught in these schools, to find out if Moroccan middle/high school teachers have received any training concerning the subject matter, and explore the importance of the latter in relation to classroom management. The single most important instrument used to conduct this study was an online questionnaire. A sample of 100 Moroccan EFL teachers participated in this survey. The findings revealed that self-discipline is not taught in Moroccan middle/high schools, and the results also showed that teachers did not receive any training with regard to self-discipline. The results further indicated that most teachers stressed the significance of self-discipline in enhancing classroom management. Various ways of how to implement self-discipline in the classroom are also discussed in this paper.

Suggested Citation

  • El Mehdi El Hamydy & Hind Brigui, 2022. "The Impact of Self-discipline on Classroom Management in Casablanca-Settat Middle/ High Schools," International Journal of English Language Studies, Al-Kindi Center for Research and Development, vol. 4(4), pages 01-07, October.
    • Handle: RePEc:alk:ijels0:v:4:y:2022:i:4:id:3908
    DOI: 10.32996/ijels.2022.4.4.1
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