Teaching with Authority in the Classroom and the Value of Its Classroom Authority on Student Outcomes

Abstract

This research aimed to evaluate the impact of authoritative versus non authoritative classroom management styles on high school students by examining four key areas: student achievement, self-regulation, emotional and social development, and satisfaction with teaching progress. Employing a mixed-methods design, the study analyzed data from 90 students across two mid-performing classrooms using questionnaires, interviews, and observation forms. The findings revealed that authoritative classroom management significantly improves student achievement, enhances self-regulation, and better supports emotional and social development than non-authoritative styles, with all results significant at the .05 level. Additionally, the survey indicated that students experienced higher satisfaction in classes managed authoritatively, correlating positively with their academic performance. These results suggest that authoritative classroom management boosts academic success and contributes positively to students' overall development and satisfaction.