A Comparative Study on Classroom Management Strategies between Mainland-born Chinese Teachers and non-Mainland-born Chinese Teachers in the United States

Abstract

The purpose of this quantitative study was to compare the differences in classroom management strategies between Mainland Chinese-born teachers, American-born Chinese teachers, and Taiwanese-born Chinese teachers in the United States. The sample consisted of 188 Chinese teachers from across the United States. Of 188 participants, 110 were born in Mainland China, 57 were born in Taiwan, and 19 were born in the United States. Of the 188 participants, 164 were female, 22 were male, and two were non-binary. Data were collected from a survey on classroom management, which consisted of a 55-question battery assessing different categories of classroom management strategies, including positive reinforcement techniques, negative reinforcement techniques, parental involvement, teacher-student relationships, and planned ignoring. The results indicated teachers born in the United States made more frequent use of teacher-student relationships and planned ignoring as a classroom management technique and Mainland-born and Taiwanese-born teachers made more use of positive reinforcement and behaviorist techniques in the classroom. This study suggests that Mainland-born and Taiwanese-born Chinese teachers in the United States are more likely to engage in behaviorist techniques to control classroom behavior. In contrast, Chinese teachers born in the United States are more likely to rely on teacher-student relationships to control classroom behavior. Professional development of Mainland-born and Taiwanese-born teachers in the United States should focus on building teacher-student rapport and the use of classroom management techniques, such as planned ignoring.