AN ASSESSMENT OF THE IMPACT OF WORK CULTURE AND CLASSROOM MANAGEMENT STYLE ON TEACHING EFFICACY AMONG TEACHER EDUCATORS IN JORDAN AND INDIA

This comparative study investigates the relationship between classroom management styles and teaching efficacy among teacher educators in colleges of education in Mysuru, India, and Irbid, Jordan. Grounded in empirical data collected through structured questionnaires, the research employs chi-square tests to assess the strength of association between selected classroom management strategies and indicators of teacher efficacy. The results reveal that both Indian and Jordanian teacher educators exhibit strong and statistically significant associations between effective classroom management and their perceived teaching efficacy. However, the findings indicate that teacher educators in Jordan demonstrate a marginally stronger impact of classroom management practices on teaching efficacy, as evidenced by slightly higher chi-square values and lower p-values across key variables. This subtle but meaningful difference may be attributed to variations in institutional training models, pedagogical policy implementation, and the degree of emphasis placed on classroom practices in the respective countries. The study highlights the universal importance of classroom management in enhancing teacher effectiveness and encourages policy-level dialogue and cross-cultural learning to strengthen teacher education systems. Keywords: Classroom Management Style, Teacher Efficacy, Teacher Education, Institutional Support, Educational Policy