Teachers’ Classroom Behavior Management in Chinese Art Universities: A Case Study of G University, Guangxi Zhuang Autonomous Region

Abstract

Taking G University in Guangxi Zhuang Autonomous Region, People’s Republic of China, as a case study, this research investigates Teachers’ Classroom Behavior Management (TCBM) in art universities and proposes practical strategies to improve teaching quality and student development. The study aims to enhance instructional effectiveness, support students’ learning experiences, and provide empirical references for similar institutions in China. A mixed-methods research design was employed. Two hundred questionnaires were distributed to randomly selected teachers and art major students to examine their perceptions of TCBM. In

addition, five teachers and two academic administrators were interviewed to gain in- depth insights into classroom management practices and institutional policies. The

collected data were analyzed using SPSS, enabling a comprehensive evaluation of both quantitative trends and qualitative perspectives. The findings reveal that art universities face significant challenges in implementing effective classroom behavior management. First, the absence of a systematic and standardized management framework leaves teachers without clear guidelines for managing student behavior. Second, the lack of a formal supervision and feedback mechanism weakens the effectiveness of classroom administration and limits opportunities for improvement. Third, many teachers demonstrate insufficient awareness of TCBM's importance, leading to inconsistent and ineffective classroom management practices, particularly in art-focused teaching environments. To address these challenges, the study recommends that G University establish clear rules, operational standards, and institutional policies for TCBM. In addition, a comprehensive monitoring and feedback system should be developed to promptly identify, evaluate, and correct inappropriate classroom behaviors. Furthermore, universities should strengthen teacher training and professional development in classroom management to enhance teachers’ competence and awareness in this critical area. Implementing these measures will promote a scientific, standardized, and effective classroom management system, thereby improving educational quality and providing a valuable model for other Chinese art institutions.