The Effect of English Teacher's Instructional Management Skills on Beginner Students' Achievement and Perception

Instructional management and instructional quality are two key factors for successfully teaching a language. This study was aimed at finding any correlation between instructional management skills and instructional quality, in addition to any correlation between instructional management skills and the achievements of the students in the relevant subject. The data for this correlational study was obtained from 30 English teachers and 531 students in the province of Aceh, Indonesia. The data was collected using two questionnaires, one for each teacher's self-reported instructional management skills, sourced from Martin and Sass (2010) and the other for their instructional quality as perceived by their students sourced from Voss, Kunter, and Baumert (2011, p. 960).The internal consistency of both questionnaires was satisfactory, viz: 0.75 and 0.70 respectively. A total number of 509 students were given a language test to test the quality of their achievements. The correlations between the variables were calculated by using Spearman's rank correlation, with a level of significance of 0.1 and 0.05. After the data were separated based on sex and years of instruction, the results showed that only two components of instructional quality were significantly correlated to some instructional management skills. No statistical evidence was found for any correlation between the instructional management skills of the teachers with the achievements of their students.