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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter presents the theories related to the topic of the research. There are two sections of this chapter. The first section is theoretical description and the
second section is theoretical framework. The theoretical description consists of some theories which are relevant to the topic of this research. The theoretical
framework is the summary of the theories which support this research.
A. Theoretical Description
In this study, the researcher uses two main theories. They are the theories of teachers’ beliefs and the theories of classroom management. As the researcher
has mentioned previously, this study focuses on four aspects of classroom management. The further elaboration of those theories is as follows.
1. Teachers’ Beliefs
Beattie 1995 states that teachers’ beliefs are teachers’ own philosophy to translate their experiential worlds molded from childhood into a unique view of
what is considered as good teaching and learning as cited in He, et al., 2012, p. 1077. She provides some examples, such as what valuable knowledge to be
taught, or when to carry on the instruction and evaluation as cited in He, et al., 2012, p. 1077. Xu 2012 notes that mostly the definitions of belief propose that
beliefs dispose or guide people’s thinking and action p. 1397. Therefore,
9 teachers’ beliefs are the bases of how teachers think and do something. There are
many different kinds of beliefs which are held by teachers. For instance, beliefs about knowledge, the students, the subject matter, how to teach, and also about
moral, ethical, and societal issues Fives Gill, 2015, p. 48. Those are only some ex
amples of teachers’ beliefs. There are many other beliefs which are held by teachers simultaneously.
According to Pajares 1992, teachers’ beliefs are the key indicators of teachers’ perceptions and judgment, and it affects their teaching practices p. 307.
Teachers’ belief systems, such as attitudes, values, expectations, theories and assumptions about teaching and learning, are considered as primary sources of
teachers’ classroom practices Shinde Karekatti, 2012, p. 73. Therefore, teachers’ beliefs are central to determining their actual behavior towards students
Xu, 2012, p. 1397. On the other hand, findings of other research have led researchers to conclude that teachers’ beliefs are not related or are disconnected,
or inconsistent with classroom practices Fives Gill, 2015, p. 70. One of the studies is conducted by Liu in 2011. She conducted a study of 1.340 elementary
school teachers. The study found out that although 79 of teachers held learner- centered beliefs, the majority of them are reported lecturing instead of using more
constructivist practices with technology as cited in Fives Gill, 2015, p. 70. After reviewing many researches from 2008-2012, Fives and Gill 2015
identify internal and external factors that either support or impede teachers to espouse their beliefs in practice pp. 74-
90. The first internal factor is teachers’ other beliefs Fives Gill, 2015, p. 75. As previously stated, teachers hold
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