The effects of primary school teachers' authoritarian and authoritative classroom management styles on students' frustration resilience and language ability in Jiangsu Province, China

The purpose of this study was to examine the effects of primary school teachers' authoritarian and authoritative classroom management styles on students' frustration resilience and language abilities in Jiangsu Province, China. Data were collected using the Teachers’ Classroom Management Style Scale, students’ Frustration Resilience Ability Scale, and a language ability assessment tool. The research employed a quantitative descriptive-correlation design and multiple regression analysis, involving 10 teachers and 475 primary school students from Jiangsu Province. Consistent with previous findings, data analysis revealed that both authoritarian and authoritative classroom management styles significantly impacted students’ frustration resilience and language abilities. Specifically, students exhibited higher frustration resilience and better language skills when teachers adopted an authoritative style, whereas these outcomes were lower under authoritarian management. These results suggest that an authoritative management style can facilitate improved student performance in terms of frustration resilience and language development compared to authoritarian approaches. The findings provide valuable insights for educators, emphasizing the importance of adopting an authoritative classroom management style. Teachers should aim to foster an environment characterized by authoritative practices while minimizing the negative aspects associated with authoritarian management. Such strategies are likely to enhance students' overall development and academic achievement, contributing to a more positive and productive learning environment.