LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2023, Volumen IV, Número 2 p 6101.
DOI: https://doi.org/10.56712/latam.v4i2.1037
Management strategies in the English as a Foreign
Language (EFL) teaching-learning process: A comparative
analysis of Ecuadorian Public and Private institutions
Estrategias de gestión en el proceso de enseñanza-aprendizaje del
inglés como lengua extranjera (EFL): Un análisis comparativo de
instituciones ecuatorianas públicas y privadas
Paula Agustina Vélez Yanza
paula.velez@ucacue.edu.ec
https://orcid.org/0000-0002-9564-5711
Universidad Católica de Cuenca
Cuenca – Ecuador
Angel Eduardo Carrión Espinosa
angel.carrion@unae.edu.ec
https://orcid.org/0000-0003-0538-9708
Universidad Nacional de Educación (UNAE)
Azogues – Ecuador
María Lorena Albán Neira
malbann@ucacue.edu.ec
https://orcid.org/0000-0002-4874-9489
Universidad Católica de Cuenca
Cuenca – Ecuador
Antonio Lenin Argudo Garzón
alargudog@ucacue.edu.ec
https://orcid.org/0000-0003-4741-5935
Universidad Católica de Cuenca
Cuenca – Ecuador
Artículo recibido: 12 de agosto de 2023. Aceptado para publicación: 26 de agosto de 2023.
Conflictos de Interés: Ninguno que declarar.
Abstract
This research investigation delves into the classroom management routines and protocols
implemented by English educators within two educational institutions, one public and the other
private, over the course of a senior academic year. The primary objective of this inquiry is to
dissect the commonalities and disparities between these institutions concerning their
methodologies for classroom management. The researchers strive to identify the challenges
encountered by instructors when implementing classroom management routines and protocols,
alongside assessing students' comprehension of and adherence to these established
procedures. The research employs a blend of three data collection methodologies: observation
checklists, surveys, and interviews, which collectively employ triangulation to offer
comprehensive insights. The findings divulge substantial disparities and limitations in the
application of routines and procedures between the public and private institutions, notably
concerning behavioral control and the diversity of pedagogical activities integrated into lessons.
The public institution demonstrates a heightened degree of instructor authority in overseeing
student behavior, while the private institution incorporates a more intricate range of activities
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2023, Volumen IV, Número 2 p 6102.
during instructional sessions. Drawing from the conclusions derived from this research, the
authors proffer tailored recommendations to English instructors in both educational settings.
These recommendations are meticulously formulated to address the identified challenges and
proffer potential resolutions for augmenting classroom management, thereby ultimately
facilitating the pedagogical trajectory of teaching and learning.
Keywords: management, routines, strategies
Resumen
Esta investigación explora las rutinas y protocolos de gestión del aula practicados por los
educadores de inglés en dos instituciones educativas, una pública y otra privada, a lo largo del
último año de bachillerato. El objetivo principal de esta indagación es analizar las similitudes y
diferencias entre estas instituciones en lo que respecta a sus enfoques de gestión del aula. Los
investigadores se esfuerzan por identificar los desafíos que enfrentan los instructores al
implementar rutinas y protocolos de gestión del aula, además de evaluar la comprensión y
adherencia de los estudiantes a estos procedimientos establecidos. La investigación emplea
una combinación de tres metodologías de recopilación de datos: listas de verificación de
observación, encuestas y entrevistas, que colectivamente utilizan la triangulación para ofrecer
perspectivas integrales. Los resultados revelan disparidades y limitaciones sustanciales en la
aplicación de rutinas y procedimientos entre las instituciones públicas y privadas,
especialmente en lo que respecta al control del comportamiento y la diversidad de actividades
pedagógicas integradas en las lecciones. La institución pública demuestra un mayor grado de
autoridad del instructor en la supervisión del comportamiento del estudiante, mientras que la
institución privada incorpora una gama más compleja de actividades durante las sesiones de
instrucción. Basándose en las conclusiones derivadas de esta investigación, los autores ofrecen
recomendaciones específicas para los instructores de inglés en ambos entornos educativos.
Estas recomendaciones están meticulosamente formuladas para abordar los desafíos
identificados y ofrecer posibles soluciones para mejorar la gestión del aula, facilitando así la
trayectoria pedagógica del proceso de enseñanza y aprendizaje.
Palabras clave: gestión, rutinas, estrategias
Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicados en este sitio está disponibles bajo Licencia Creative Commons .
Como citar: Vélez Yanza, P. A., Carrión Espinosa, A. E., Albán Neira, M. L., & Argudo Garzón, A.
L. (2023). Management strategies in the English as a Foreign Language (EFL) teaching-
learning process: A comparative analysis of Ecuadorian Public and Private institutions. LATAM
Revista Latinoamericana de Ciencias Sociales y Humanidades 4(2), 6101–6116.
https://doi.org/10.56712/latam.v4i2.1037
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2023, Volumen IV, Número 2 p 6103.
INTRODUCTION
Within the context of Latin America, the proficiency levels in English remain insufficient, and this
trend extends to Ecuador. As highlighted by the 2022 Education First (EF) English Proficiency
Index (EPI), Ecuador ranks among the two countries with the lowest English proficiency levels in
the Latin American hierarchy. Moreover, the EF EPI emphasizes the essentiality for Latin
American nations to prioritize the enhancement of students' English language skills by investing
in the professional development of educators. Nevertheless, it is worth considering that the
adequacy of educators' training could potentially fall short, given the intricate interplay between
learners' achievements and the classroom environment where instruction transpires.
As noted by Brown (2012), the linkage between classroom management and student
performance has gained heightened significance due to the growing population of students
displaying subpar academic outcomes. Despite educators deploying an array of pedagogical
strategies, the issue of unsatisfactory performance persists. The author posits that this
phenomenon arises from inadequacies in classroom management strategies, which ultimately
have an adverse impact on students' scholastic accomplishments.
Moreover, the present circumstances faced by English instructors within Ecuadorian private and
public educational institutions can be arduous, primarily attributed to the introduction of various
new educational reforms mandated by the Ministry of Education. The trajectory of educational
reforms commenced in 2006 with the inception of the Ten-Year Education Plan, which was
succeeded two years later by the formulation of the National Plan for Good Living. Subsequently,
in 2011, the Intercultural Education Law was ratified, ushering in several nationwide
transformations aimed at enhancing both educational access and quality, as outlined in these
seminal documents. (Harvey, 2016).
An additional factor demanding consideration is the complexity teaching assumes in
contemporary times when educators lack comprehensive preparation within the educational
domain. According to Calle et al. (2012), the reduced English proficiency exhibited by secondary
school students in Cuenca can be attributed, among various factors, to the employment of
ineffective conventional methodologies, an inadequacy of communicative interactions, and the
insufficient integration of the target language by EFL instructors. These elements can be
correlated with inadequate academic training of teachers.
Classroom Management
According to the Psychological Association, classroom management pertains to the systematic
approach adopted by educators and educational institutions to cultivate and uphold appropriate
student conduct within an educational setting. Moreover, the process of effectively
administering a classroom encompasses a range of activities carried out by both educators and
students, along with the dissemination of instructional content that must be harmonized with
the learners' capabilities and requisites, as well as the predetermined pedagogical objectives
(Greenberg et al., 2014).
Wong (2007) underscores in his scholarly work that the establishment of a well-organized
classroom environment at the outset of the academic year can serve as a valuable strategy for
educators to avoid becoming part of the annual 40 percent attrition rate within the teaching
profession. Despite common perception focusing on discipline, it is worth noting that the
primary issue in classrooms is typically the absence of clearly defined procedures and routines.
In the investigation conducted by Rinkel (2011), a framework is delineated wherein educators
are enjoined to adhere to a quartet of essential components in their instructional milieu,
constituting the bedrock of adept classroom administration. This framework entails the
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ISSN en línea: 2789-3855, agosto, 2023, Volumen IV, Número 2 p 6104.
articulation of well-defined anticipatory parameters, the cultivation of authoritativeness, the
embodiment of professionalism, and the provision of educational value. Foremost among these
aspects is the establishment of unequivocal anticipatory guidelines, serving as the inaugural
stride in the direction of efficacious classroom governance. This strategic maneuver facilitates
students' comprehension of appropriate behavioral demarcations and precludes intricate
circumstances, thereby affording lucidity to the pedagogical aims espoused by their instructors.
Moreover, it is imperative for educators to exhibit proficiency in the subject matter being
disseminated, thereby manifesting both credibility and genuine interest in their students'
learning. Another salient factor is the embodiment of professionalism, wherein a conscientious
commitment to the teaching vocation is paramount for the realization of a meticulously
regulated classroom environment. Lastly, instructors bear the responsibility of elucidating the
inherent learning value to their students, thereby conferring significance upon the educational
content delivered. The aforementioned scholars accentuate that adept classroom managers
encompass pedagogues who possess an astute comprehension of and adeptness in employing
specific methodologies. This proficiency necessitates cognizance and training in order to
effectuate transformative alterations in teacher conduct for the betterment of the instructional
process. Such strategic interventions can consequently engender favorable shifts in student
demeanor and scholastic accomplishment.
Routines
Numerous educators have implemented an extensive array of systematic patterns and
methodologies, encompassing the fundamental ones relating to distinct instructional resources,
and extending to the intricate facets like the arrangement of students and the orchestration of
classroom activities. Conversely, some educators allocate greater scrutiny to students'
behavioral dynamics, aiming to foster a congenial ambience between pedagogues and pupils.
Wong (2007) underscores the existence of a diverse spectrum of procedures that instructors
can establish right from the inception of the academic year. To illustrate, these might
encompass routines such as restroom usage protocols, responsiveness to attention cues,
morning procedures, interactive reading sessions, independent study intervals, as well as
contingency plans for emergencies.
Teaching English as a Foreign Language (EFL) in Educational Settings of Ecuadorian Public and
Private Schools
Goodloe (2005) postulated that opting for the private school system might be the optimal choice
due to its abundant resources, consistent academic calendar, and rigorous teacher evaluation.
In contrast, the public education system exhibited various deficiencies, foremost among them
the scarcity of resources, notwithstanding its lower cost, teacher certification processes, and
accommodation of religious freedoms.
Furthermore, the investigation by Burgin and Daniel (2017) aimed to underscore that the
curriculum designed for training English educators inadequately addressed the pedagogical
requisites of both teachers and students. This study also delved into the ongoing discourse
concerning the impact of multicultural and multilingual factors within the educational milieu of
Ecuador.
Concurrently, Calle et al. (2012) directed their focus towards the Ecuadorian educational
framework. Their findings revealed a substantial correlation between the unsatisfactory English
literacy performance of secondary school students and an array of contributing factors,
including the utilization of conventional teaching methodologies.
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Ecuadorian Educational Reforms
Ecuador underwent a comprehensive educational transformation, as scrutinized by Harvey
(2016), who endeavored to comprehensively analyze the educational reform carried out within
the nation from 2006 to 2015. The objective was to identify the reform's merits and demerits,
offering potential insights for other countries to incorporate advancements into their own
educational policies. The researcher's findings indicated that Ecuador directed its attention
toward bolstering each constituent aspect to catalyze educational reform. However, despite
these endeavors, limitations and inadequacies persist, resulting in deficiencies in the provision
of universally high-quality education.
Within the scope of the present investigation, Harvey (2016) underscored the significance of
quality processes, denoting the methodologies and strategies that educators employ to leverage
the resources available to them. These processes were found to embrace child-centric
pedagogical methodologies, fostering an environment of effective classroom management and
adept assessment techniques that facilitate equitable learning outcomes and diminish
educational disparities. Moreover, the implementation of quality processes appeared to be
conducive to the creation of meaningful learning experiences.
The researcher further asserted that education yields a potent influence over individual and
societal domains. Recent years have witnessed a worldwide emphasis on universalizing primary
education. Many countries, Ecuador included, have embarked on educational policy reforms to
actualize this aspiration. Nevertheless, despite the near-attainment of universal educational
accessibility across Latin America, the pivotal focus must now shift towards ensuring the quality
of education accessible to students.
Conclusively, the diverse findings drawn from the aforementioned studies offer an insightful
panorama of classroom management and its implications, as well as delineating characteristics
pertaining to expert pedagogy. Additionally, the comparative distinctions between public and
private educational institutions are discerned, as are the ramifications of Ecuador's educational
reform initiatives. Importantly, an understanding of the potential influence of distinct teacher
training programs is highlighted, suggesting an openness towards change among educators.
The amalgamation of diverse locations and contexts contributes synergistically to the
advancement of the scholarly literature within this domain.
METHODOLOGY
The aim of this research was to comprehensively grasp the diverse routines and protocols
adopted by educators to facilitate effective classroom management within the context of the
teaching and learning process. To realize this objective, a mixed methods approach was
employed. On one facet, qualitative investigation sought to ascertain educators' perspectives
on optimal classroom routines and procedures through observations and semi-structured
interviews. Concurrently, quantitative analysis was employed to quantify the extent of routines
and procedures integrated by teachers during instructional sessions. These empirical insights
were derived from the implementation of three distinct research tools: classroom observation
checklists, questionnaires, and interviews, all conducted within two distinct high school
settings—one public and the other private.
The study's participants encompassed senior-level teachers and students from both a public
and a private high school situated in Cuenca, Ecuador. This inquiry entailed an examination of
the array of routines and protocols harnessed by educators to navigate classroom dynamics
during the instructional endeavor. The teaching staff's behaviors were scrutinized over a
duration of one and a half months. As for the participants, they comprised a sample of 30 senior
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ISSN en línea: 2789-3855, agosto, 2023, Volumen IV, Número 2 p 6106.
students from the public high school and 29 senior students from the private institution. These
individuals, ranging from ages 17 to 19, were enrolled in their final year of high school education
within the morning session.
The observational phase was executed utilizing a meticulously tailored classroom observation
checklist, meticulously fashioned to center on routines and procedures. This document was
refined through piloting and validation exercises carried out within the same high school
contexts, albeit involving distinct participants, in a concerted endeavor to ensure the
dependability of the ensuing data. The observation timings were harmonized with the respective
schedules of the participating students within each institution.
The resultant data obtained from the observation checklist were subjected to a comparative
analysis, aimed at unveiling divergences and recurring patterns across the two distinct
educational establishments. To facilitate this analysis, a tabular framework was devised,
encompassing three distinct rows. The first row encapsulated information pertinent to the public
institution, the second row encapsulated information specific to the private institution, and the
third row encapsulated insights gleaned from the extant literature and theoretical framework.
The ensuing analysis was predicated on gauging the frequency of specific routines and
procedures, quantified as percentages derived from the total observations conducted. This
evaluative approach engendered conclusions through the juxtaposition of findings from the
institutions and the broader literature review.
In parallel, the questionnaire responses underwent a perceptual analysis, enabling concurrent
scrutiny alongside observation and literature-derived data. The discrete questions were parsed
by quantifying responses corresponding to distinct options ("always," "sometimes," and "never")
for the initial two inquiries. This perceptual analysis was predicated on aggregating the
cumulative responses for each institution, as well as the composite aggregate. The third query
adopted a multiple-choice format, wherein students could select three options from the
enumerated routines and procedures. Similarly, percentages were calculated predicated on the
aggregate responses for each institution and the overall collective.
Furthermore, the researchers engaged in semi-structured interviews with the teaching faculty.
The interview protocol was anchored in the observations conducted, supplemented by inquiries
delving into the gamut of encountered classroom management challenges, perceptions about
utilized routines and procedures, and the manner in which they were implemented to regulate
classroom dynamics. The recorded interviews were transcribed into a textual format to enable
preliminary analysis, with emerging categories including classroom management, challenges
therein, and routines and protocols. In this analytical process, the researchers also took
cognizance of patterns of convergence across statements.
Following the comprehensive application of the diverse research instruments, data triangulation
ensued as a means to bolster study reliability. This entailed the juxtaposition of data culled from
the observations, questionnaires, and interviews, culminating in the establishment of outcomes
that warranted in-depth discussion. In alignment with the assertion posited by Yeasmin and
Rahman (2012), triangulation emerges as a potent technique to heighten both the credibility and
validity of research findings, thereby corroborating findings from varied vantage points. The
triangulation approach affords researchers heightened confidence in their findings and
augments the robustness of the resultant data. In this research, data triangulation was
operationalized through a meticulous comparison of data garnered from the three distinct
research instruments—namely, observations, questionnaires, and interviews—thus augmenting
the credibility of the amassed empirical evidence.
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RESULTS AND DISCUSSION
Upon the administration of questionnaires to students, aimed at eliciting their perceptions
regarding their instructors, the respondents proffered insights aligned with a particular notion,
while the educators within both academic settings actually implemented diverse routines and
strategies during the instructional process. Despite this outcome, the researchers discerned that
the complete implementation of routines and protocols within the classroom setting was not
consistently evident. Evident from Table 1, the analysis revealed a conspicuous absence of
bathroom routines in virtually all the observed classes.
Table 1
Questionnaire Routines and Protocols Results
Additionally, the consensus among most students resided in favor of routines and procedures
that encompassed kinetic engagement and individualized activities. This apparent preference
could be attributed to the prevalent adoption of such methodologies by their instructors.
Intriguingly, the research team noted a notable incongruity between students' questionnaire
responses and the observed classroom practices.
Furthermore, students' suggestions through open-ended queries highlighted the desirability of
dynamic lessons imbued with interactive games, diverse engaging activities, and music. The
responses collectively underscored students' overarching anticipation for English classes
characterized by stimulating and motivating attributes. Paradoxically, certain classes exhibited
Routines Both Always Sometimes Never
Taking Attendance 100
%
89.5% 10.5% 0%
Responding to signals for attention 100
%
68.4% 31.6% 0%
Bathroom Routines 100
%
47.4% 45.6% 7%
Morning Routines 100
%
50.9% 45.6% 3.5%
Transitions 100
%
66.7% 28% 5.3%
Independent work-time routines 100
%
89.5% 10.5% 0%
Read-aloud Routines 100
%
49.1% 45.6% 5.3%
Emergency Routines 100
%
0% 100% 0%
Dismissal Routines 100
%
7% 22.8% 70.2
%
Protocol for when students are absent 100
%
52.6% 22.8% 24.6
%
Protocol for quieting a class 100
%
91.2% 8.8% 0%
Protocol for the beginning of the period or day 100
%
3.5% 38.6% 57.9
%
Protocol for students seeking help 100
%
80.7% 19.3% 0%
Protocol for the movement of students and papers 100
%
86% 14% 0%
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an element of repetitiveness, where instructors persisted in employing identical activities across
successive sessions with various cohorts.
In conclusion, these assertions potentially elucidate the variance observed between
questionnaire outcomes, which presented disparate information as opposed to the observation
checklist. This incongruity can potentially be attributed to students' divergent responses during
the questionnaire phase, wherein they asserted that their instructors consistently employed the
delineated routines and procedures, contrary to the researchers' empirical observations. This
discrepancy might be attributed, in part, to students' potential lack of clarity regarding the
concepts of protocols and routines, despite prior elucidation by the researchers. Furthermore,
the variance might stem from students' possible limited attentiveness during their English
classes.
Table 2
Public Institution Checklist Results
Class Structure Yes No No opportunity to
observe
Evidence of lesson planning 85.7
%
14.3
%
0%
Classroom assessment Techniques are used 85.7
%
0% 14.3%
Taking Attendance 28.6
%
71.4
%
0%
Responding to signals for attention 57.1
%
42.9
%
0%
Bathroom Routines 14.3
%
0% 85.7%
Morning Routines 42.9
%
57.1
%
0%
Transitions 57.1
%
28.6
%
14.3%
Independent work-time routines 42.9
%
57.1
%
0%
Read-aloud Routines 85.7
%
0% 14.3%
Emergency Routines 0% 0% 100%
Dismissal Routines 14.3
%
57.1
%
28.6%
Protocol when students are absent 14.3
%
28.6
%
57.1%
Protocol for quieting a class 71.4
%
14.3
%
14.3%
Protocol for the beginning of the period or day 57.1
%
42.9
%
0%
Protocol for students seeking help 71.4
%
28.6
%
0%
Protocol for the movement of students and
papers
42.9
%
57.1
%
0%
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Table 3
Private Institution Checklist Results
Drawing upon the comprehensive utilization of three distinct research instruments—namely,
observations, questionnaires, and interviews—the researchers are poised to present their
ultimate reflections, encapsulated as follows.
Inaugurally, the juxtaposition of observational findings and questionnaire responses yielded
divergent outcomes. Students' affirmations within the questionnaires regarding the
implementation of routines and procedures contrasted starkly with the actual non-
implementation observed during classroom observations. It is plausible to surmise that the
reported alignment between students' answers and observed practices could be attributed to
the potential execution of routines and procedures prior to the commencement of the
researchers' observation period, thereby influencing the students' responses.
Conversely, during the interview phase, educators proffered assorted perspectives pertaining to
classroom management in a general sense. However, these perspectives exhibited limited
alignment with the predefined inquiry points. Insights gleaned from the interviews unveiled a
prevailing trend wherein teachers displayed a theoretical grasp of effective classroom
management strategies, discerning complexities intrinsic to classroom dynamics, and
acknowledging the significance of routines and procedures within the teaching and learning
Class Structure Yes No No opportunity to
observe
Evidence of lesson planning 100% 0% 0%
Classroom assessment Techniques are used 85.7
%
14.3
%
0%
Taking Attendance 28.6
%
71.4
%
0%
Responding to signals for attention 85.7
%
14.3
%
0%
Bathroom Routines 28.6
%
42.9
%
28.6%
Morning Routines 28.6
%
28.6
%
42.9%
Transitions 85.7
%
14.3
%
0%
Independent work-time routines 77.6
%
0% 28.6%
Read-aloud Routines 28.6
%
0% 77.6%
Emergency Routines 0% 0% 100%
Dismissal Routines 85.7
%
14.3
%
0%
Protocol when students are absent 0% 57.1
%
42.9%
Protocol for quieting a class 28.6
%
71.4
%
0%
Protocol for the beginning of the period or day 28.6
%
57.1
%
14.3%
Protocol for students seeking help 100% 0% 0%
Protocol for the movement of students and
papers
57.1
%
14.3 28.9%
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milieu. Paradoxically, the observed classroom practices did not consistently mirror these
theoretical insights within both educational settings.
Ultimately, fostering student engagement and motivation in the realm of language instruction
assumes paramount significance for both educators and learners. Moreover, the educational
curriculum stipulated by the Ministry of Education underscores the pivotal role of teachers and
mandates the adept integration of varied routines and procedures to engender meaningful and
pertinent learning activities, culminating in learner-centered pedagogy within the English as a
Foreign Language (EFL) context.
CONCLUSION
Upon the culmination of this inquiry, it becomes pertinent to furnish conclusive findings along
with pertinent recommendations and avenues for prospective research endeavors within the
domain of education.
Primarily, instructors from both educational institutions frequently encountered challenging
scenarios associated with classroom management, particularly in relation to student conduct.
It is noteworthy that neither of the institutions consistently maintained a well-organized and
disciplined classroom environment. However, in the case of the public institution, the teacher's
capacity to navigate such circumstances appeared more proficient compared to the private
counterpart. This discrepancy could be attributed to the heightened authority wielded by the
public institution's teacher over student discipline, evident in aspects such as tone of speech
and classroom conduct.
Furthermore, both educators demonstrated limited deployment of routines and procedures
during instructional sessions, resulting in students lacking a comprehensive grasp of the
purpose and application of these instructional elements. This inconsistency between
questionnaire responses and observation checklists is perhaps explained by the incongruence
in the participants' self-reported behaviors and the researchers' empirical observations.
Divergences between questionnaire responses and observation checklists emerged due to
incongruities within the collected data. While students indicated that their teachers adhered to
all designated routines and procedures, the researchers' direct observations revealed instances
where diverse strategies and techniques relevant to classroom management were underutilized.
Additionally, the application of educators' routines and procedures exhibited variations, with
certain aspects diverging while others converged. For instance, there was negligible contrast in
routines such as attendance-taking or bathroom protocols. In contrast, the method employed
to quieten the class exhibited divergence. The public institution teacher adeptly employed
strategies for maintaining order, while the private institution counterpart's approach lacked
efficacy, evident in the lack of positive response from students.
In summation, this study contends that the institutional classification - public or private - does
not singularly dictate the efficacy of classroom management or students' conduct. Both
participants within the teaching and learning nexus wield consequential influence within their
respective institutions. As advocated by numerous scholars (Adams and Ray, 2016; Al-Zu'bi,
2013; Al-Amarat, 2017; AliakbariBafrin and Bozorgmanesh, 2015; Marzano, 2007; Rabadi and
Ray, 2017; Wilson, 2010; and Wong, 2007), educators assume pivotal roles in the instructional
process and, consequently, shoulder the responsibility of proactive classroom management.
Concurrent with the findings of this study, parallels with previous research are delineated. For
instance, Goodloe (2005) delved into an exploration of the advantages, disadvantages, and
disparities between public and private schooling systems in Cuenca. Analogously, the present
inquiry discerns divergences between public and private school English teachers, notably the
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disparity in discipline control observed between the two institutions. Additionally, the distinct
approaches to garnering students' attention employed by the private institution teacher
constitute a significant departure from the practices of their public institution counterpart.
Furthermore, Calle et al. (2012) contends that the primary factor contributing to students'
constrained comprehension and subpar English proficiency is closely linked to the insufficiency
and ineffectiveness of strategies employed by English language educators. The current
investigation yielded analogous findings with regards to the deficiency of pedagogical strategies
being implemented across the respective institutions.
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ISSN en línea: 2789-3855, agosto, 2023, Volumen IV, Número 2 p 6112.
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Akbari, R., & Yazdanmehr, E. (2015). An expert EFL teacher‘s class management. Iranian Journal
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