The Impact of English Teachers’ Classroom Management Style on Self-Control among Primary School Students

As China keeps carrying out the “Double Reduction” Policy, the importance of quality and efficiency is increasingly highlighted in primary school. In English classes, with the need for students’ continuous input and timely feedback, there is a rising demand for self-control ability. Self-control ability, as an important part of students’ overall development, is performed to different extents in different teachers’ classroom management styles, including authoritarian, authoritative, and permissive. Therefore, exploring the relationship between English teachers’ classroom management styles and students’ self-control has become one of the key issues in primary school. This research focuses on the domain of the primary English classroom in China, complementing the context of the school, especially classes, and exploring the characteristics of different classroom management styles and differences in the impact of these styles on self-control behaviors, which also provides a reference for balancing management and education in future education. This study employs various research methods, such as literature review and mechanism description. Furthermore, comprehensive strategies and methods will be discussed. Corresponding conclusions are drawn based on the research findings.