Learners’ Perceptions of Pre-Service Teachers’ Classroom Management Practices
Leonard Nkhata
,
Asiana Banda
,
Alex Simpande
,
Jack Jumbe
,
Alfred Zulu
,
Allan Musonda
Studies conducted on learners rarely focus their investigations on learner perceptions of pre-service teachers’ classroom management practices. .
- Pub. date: September 15, 2023
- Pages: 153-165
- 323 Downloads
- 522 Views
- 0 Citations
Studies conducted on learners rarely focus their investigations on learner perceptions of pre-service teachers’ classroom management practices. In response to the changing school environments, this study investigated learners’ perceptions of pre-service teachers’ classroom management practices. A survey design was adopted in which 550 grade 11 secondary school learners from eleven secondary schools in the Copperbelt Province in Zambia formed the sample. A Likert scale questionnaire was used to collect data which was analysed using SPSS and also through an iterative process. The study revealed that learners positively perceived pre-service teachers’ classroom management practices. This is indicated by pre-service teachers’ interest in learners’ welfare, possessing good personal qualities, ability to handle learners’ disruptive behaviours, ability to teach effectively, and ability to assess learners effectively. Using an independent samples t-test, it was concluded that there were no statistically significant gender differences in learners’ perceptions of pre-service teachers’ classroom management. Regardless of which institution pre-service teachers came from, learners had a positive impression of pre-service teachers in terms of learner discipline (60%), assessment of learners (66.3%), learner and pre-service-teacher relationship (64.7%), pre-service teachers’ ability to teach (54%), interest in learner welfare (58.5%), pre-service teachers’ personal characteristics (82.6%) and acceptance of pre-service teacher (46.9%).
Keywords: Classroom management, perceptions, pre-service, teaching practice.
0
References
Abdulrahman, S. A., Bingol, M. A., & Kara, S. (2022). Body language in education and effective recommendations to pre-service teachers in classroom management. International Journal of Social Sciences & Educational Studies, 9(1), 298-307. https://doi.org/10.23918/ijsses.v9i1p298
Abdulrahman, S. A., & Kara, S. (2022). Mentor-mentee relationship: Fifteen career saving suggestions. International Journal of Social Sciences & Educational Studies, 9(3), 138-150. https://doi.org/10.23918/ijsses.v9i3p138
Adams, T., Koster, B., & Brok, P. D. (2022). Student teachers’ classroom management during the school internship. European Journal of Teacher Education, 45(5), 727-745. https://doi.org/10.1080/02619768.2020.1860011
Aldrich, J. H., & Nelson, F. D. (1984). Linear probability, logit, and probit models. Sage Publications. https://doi.org/10.4135/9781412984744
Amua-Sekyi, E. T. (2016). Assessment, student learning and classroom practice: A review. Journal of Education and Practice, 7(21), 1–6. https://bit.ly/45m7x1I
Attwood, R. (2009, January 29). Well, what do you know? Times Higher Education. https://bit.ly/3staW0c
Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211–229. https://doi.org/10.1016/j.jsp.2006.02.002
Bakx, A., Koopman, M., De Kruijf, J., & Brok, P. (2015). Primary school pupils’ views of characteristics of good primary school teachers: An exploratory, open approach for investigating pupils’ perceptions. Teachers and Teaching: Theory and Practice, 21(5), 543–564. https://doi.org/10.1080/13540602.2014.995477
Bong, M. (2005). Within-grade changes in Korean girls’ motivation and perceptions of the learning environment across domains and achievement levels. Journal of Educational Psychology, 97(4), 656–672. https://doi.org/10.1037/0022-0663.97.4.656
Bowen, G. A. (2006). Grounded theory and sensitizing concepts. International Journal of Qualitative Methods, 5(3), 12–23. https://doi.org/10.1177/160940690600500304
Brophy, J. E. (2006). History of research in classroom management. In C. Evertson & C. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17-43). Lawrence Erlbaum Associates.
Byrne, D., McGuinness, C., & Carthy, A. (2022). Do educators value the promotion of students’ wellbeing? Quantifying educators’ attitudes toward wellbeing promotion. PLOS ONE, 17(8), Article e0273522. https://doi.org/10.1371/journal.pone.0273522
Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Heinemann.
Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193-218. https://doi.org/10.1007/s10648-009-9106-y
Darling-Hammond, L. (2000). Teacher quality and student achievement. A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44. https://doi.org/10.14507/epaa.v8n1.2000
Davis, J. B. (1990). Classroom discipline and the secondary school student teaching experience, The High School Journal, 74(1), 47–50.
Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers (6th ed.). Allyn and Bacon.
Fontana, D. (1994). Managing classroom behaviour (2nd ed.). Chapman & Hall.
Fricke, K., Ackeren, I. V., Kauertz, A., & Fischer, H. E. (2012). Students’ perceptions of their teachers’ classroom management in elementary and secondary science lessons and the impact on student achievement. In T. Wubbels, P. den Brok, J. van Tartwijk, & J. Levy (Eds.), Interpersonal relationships in education. Advances in learning environments research (Vol. 3, pp. 167-185). Sense Publishers. https://doi.org/10.1007/978-94-6091-939-8_11
Froyen, L. A., & Iverson, A. M. (1999). Schoolwide and classroom management. The reflective educator-leader (3rd ed.). Prentice Hall.
Fullan, M. (2007). Change in the terms of teacher learning. National Staff Development, 28, 35–36. https://bit.ly/45JWi2M
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to Achievement. Routledge.
Hosmer, D. W., & Lemeshow, S. (2000). Applied logistic regression. Wiley. https://doi.org/10.1002/0471722146
Hosmer, D. W., Lemeshow, S., & Sturdivant, R. X. (2013). Applied logistic regression. Wiley & Sons Publication. https://doi.org/10.1002/9781118548387
Hoy, A. W., & Weinstein, C. S. (2006). Student and teacher perspectives on classroom management. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of classroom management. research, practice, and contemporary issues (pp. 181-219). Routledge. https://doi.org/10.4324/9780203874783
Huges, J. N., Luo, W., Kwak, O.-M., & Loyd, L. K. (2008). Teacher student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100(1), 1–14. https://doi.org/10.1037/0022-0663.100.1.1
Jones, V. F., & Jones, L. S. (2012). Comprehensive classroom management, creating communities of support and solving problems (10th ed.) Pearson.
Kalin, J., Peklaj, C., Pečjak, S., Levpušček, M. P., & Zuljan, M. V. (2017). Elementary and secondary school students’ perceptions of teachers’ classroom management competencies. Centre for Educational Policy Studies Journal, 7(4), 37–62. https://doi.org/10.26529/cepsj.363
Krause, K. D., Bochner, S., & Duchesne, S. (2003). Educational Psychology for Learning and Teaching. Thompson, Southbank.
Kwok, A. (2019). Classroom management actions of beginning urban teachers. Urban Education, 54(3), 339-367. https://doi.org/10.1177/0042085918795017
Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting students’ outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100(1), 15–19. https://doi.org/10.1037/0022-0663.100.1.15
Lazarides, R., & Warner, L. M. (2020). Teacher self-efficacy. In Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.890
Magableh, A. Y., & Hawamdeh, B. A. (2007). Accountability and discipline in classroom management: Case study. College Student Journal, 41(4), 901-908.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research based strategies for every teacher. Association for Supervision and Curriculum Development.
Milliken, K. (2019). The implementation of online classroom management professional development for beginning teachers [Doctoral dissertation, Abilene Christian University]. Digitalcommons @ACU. https://digitalcommons.acu.edu/etd/177/
Ngwokabuenui, P. Y. (2015). Students’ indiscipline: Types, causes and possible solutions: The case of secondary schools in Cameroon. Journal of Education and Practice, 6(22), 64–72.
Obi, Z. C., & Ezemba, C. C. (2019). Classroom management for effective teaching and learning: The implication for teacher control techniques. International Digital Organization for Scientific Research, IDOSR Journal of Science and Technology, 4(1), 44-48.
O’Connor, E. E., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120–162. https://doi.org/10.3102/0002831210365008
Onyinyechi, O. H., & Wichendu, C. O. (2021). School conflicts: Causes and management strategies in classroom relationships. International Journal of Institutional Leadership, Policy and Management, 3(3), 412-429. https://bit.ly/3EercEA
Oo, C. Z., Alonzo, D., & Davidson, C. (2021). Pres-service teachers’ decision-making and classroom assessment practices. Frontiers in Education, 6, Article 628100. https://doi.org/10.3389/feduc.2021.628100
Osher, D., Bear, G. G., Sprague, J. R., & Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39(1), 48–58. https://doi.org/10.3102/0013189X09357618
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98. https://doi.org/10.1037/0022-0663.99.1.83
Pryor, J., & Crossouard, B. (2008). A socio-cultural theorization of formative assessment. Oxford Review of Education, 34(1), 1-20. https://doi.org/10.1080/03054980701476386
Ramirez, I. A. L. (2020). Pre-service teachers’ perceived level of teaching skills. Journal of Education in Black Sea Region, 6(1), 97-109. https://doi.org/10.31578/jebs.v6i1.222
Rancifer, J. L. (1993, October 27-30). Effective classroom management: A teaching strategy for a maturing profession [Paper presentation]. Fortieth Annual Conference of the South-eastern Regional Association of Teacher Educators. Nashville, TN, USA.
Rimm-Kaufman, S., & Sandilos, L. (2015). Improving students’ relationships with teachers to provide essential supports for learning. American Psychological Association. www.apa.org/education/k12/relationships
Skinner, E., & Greene, T. (2008). Perceived control, coping, and engagement. In T. L. Good 21st Century Education: A Reference Handbook (pp. 121-130). SAGE Publications. https://doi.org/10.4135/9781412964012.n13
Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers Good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. https://doi.org/10.1177/0022487111404241
Sueb, R. (2013). Pre-service teachers’ classroom management in secondary school: Managing for success in teaching and learning. Procedia-Social and Behavioral Sciences, 90, 670–676. https://doi.org/10.1016/j.sbspro.2013.07.139
Telli, S., den Brok, P., & Çakıroğlu, J. (2008). Öğretmen ve öğrencilerin ideal öğretmen hakkındaki görüşleri [Teachers’ and students’ perceptions of the ideal teacher]. Education and Science/Eğitim ve Bilim, 33(149), 118–129. https://bit.ly/3OQXR8o
Walker, J. M. T. (2009). Authoritative classroom management: How control and nurturance work together. Theory into Practice, 48(2), 122–129. https://www.jstor.org/stable/40344602
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294. https://doi.org/10.3102/00346543063003249
Washington, S. P., Karlaftis, M. G., & Mannering, F. (2003). Statistical and econometric models for transportation data analysis. CRC Press. https://doi.org/10.1201/9780203497111
Wubbels, T., Brekelmans, M., den Brok, P., & van Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. In C. M. Evertson & C. S. Weistein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1161-1191). Routledge. https://doi.org/10.4324/9780203874783