ARTICLE

EFFECTIVELY MANAGING CLASSROOM A CASE STUDY OF FOUR NOVICE ELEMENTARY TEACHERS IN PRIVATE SCHOOLS

  1. HOME
  2. ARTICLE

08 Pages : 72-79

http://dx.doi.org/10.31703/gssr.2021(VI-III).08      10.31703/gssr.2021(VI-III).08      Published : Sep 2021

Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools

Abstract

    This study explored the lived experiences of novice elementary school teachers with respect to classroom management. This study used a phenomenological case study research design. Four novice elementary school teachers struggling with classroom management were selected from private elementary schools in Lahore. Semi-structured interviews were conducted to elicit the lived experiences of the participants. All interviews were audio-recorded and later transcribed for conducting a qualitative content analysis of the data. The analysis revealed that novice teachers faced various challenges in managing their class-and used multiple pedagogical techniques to handle day-to-day classroom issues. Usually, a new teacher is highly dependent on the support and help from the school management; irony, however, is that they seldom receive any. This study contributes to contextual knowledge related to the issues and needs of novice private elementary school teachers at the start of their careers.

    (1) Ayesha Saleem
    Lecturer, University of Education, Lahore, Punjab, Pakistan.
    (2) Yaar Muhammad
    Assistant Professor, University of Management and Technology, Lahore, Punjab, Pakistan.
    (3) Malahat Fuad Siddiqui
    Research Associate, University of Management and Technology, Lahore, Punjab, Pakistan.
Fulltext PDF

References

  • Al-Zu'bi, Z. H. (2013). Classroom management problems among teacher students training at Hashemite University. European Journal of Business and Social Sciences, 2(3), 140- 149.
  • Ashley, L. D., Mcloughlin, C., Aslam, M., Engel, J., Wales, J., Rawal, S., . . . Rose, P. (2014). The role and impact of private schools in developing countries: Rigorous literature review. https://assets.publishing.service.gov.uk/go vernment/uploads/system/uploads/attachm ent_data/file/439702/private-schools-full- report.pdf
  • Bickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), 1006-1014.
  • Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P., & Louviere, J. (2013). Teacher Retention and Attrition: Views of Early Career Teachers. Australian Journal of Teacher Education, 38(3), 112- 129. https://doi.org/10.14221/ajte.2013v38n3.9.
  • Burkman, A. (2012). Preparing novice teachers for success in elementary classrooms through professional development. Delta Kappa Gamma Bulletin, 78(3), 23-33.
  • Burns, D., & Darling-Hammond, L. (2014). Teaching around the world: What can TALIS tell us. https://edpolicy.stanford.edu/sites/default/ files/publications/teaching-around-world- what-can-talis-tell-us_3.pdf
  • Collins, J. W., & O'Brien, N. P. (2011). The Greenwood dictionary of education (2nd ed.). California: Greenwood.
  • Creswell, J. W. (2007). Qualitative enquiry and research design: Choosing among five approaches (2 ed.). New York: Sage.
  • Creswell, J. W. (2008). Qualitative, quantitative, and mixed methods approaches (3rd ed.). New York: Sage.
  • Cummings, C. B. (2000). Winning strategies for classroom management (1st ed.). USA: ASCD.
  • Davis, J. R. (2017). Classroom management in teacher education programs (1st ed.). London: Palgrave Macmillan.
  • DeAngelis, K. J., Wall, A. F., & Che, J. (2013). The impact of preservice preparation and early career support on novice teachers' career intentions and decisions. Journal of Teacher Education, 64(4), 338-355.
  • Espelage, D., Anderman, E. M., Brown, V. E., Jones, A., Lane, K. L., McMahon, S. D., . . . Reynolds, C. R. (2013). Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agenda. American Psychologist, 68(2), 75.
  • Farah, A., Fauzee, O., & Daud, Y. (2016). A cursory review of the importance of teacher training: A case study of Pakistan. Middle Eastern Journal of Scientific Research, 21(6), 912-917.
  • Farrell, T. S. (2009). The novice teacher experience. In A. Burns & J. C. Richard (Eds.), Cambridge Guide to Second Language Teacher Education (1st ed., pp. 182-189). New York: Cambridge University Press.
  • Farrell, T. S. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. Tesol Quarterly, 46(3), 435-449.
  • Feiman-Nemser, S. (2012). Beyond solo teaching. Educational Leadership, 69(8), 10-16.
  • Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current issues in education, 14(1), 1-36.
  • Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163-169.
  • Garandeau, C. F., Lee, I. A., & Salmivalli, C. (2014). Inequality matters: Classroom status hierarchy and adolescents' bullying. Journal of youth and adolescence, 43(7), 1123-1133.
  • Guerriero, S. (2014). Teachers' pedagogical knowledge and the teaching profession. Teaching and Teacher Education, 2(1), 1-7.
  • Guerriero, S. (2017). Pedagogical Knowledge and the Changing Nature of the Teaching Profession. Educational Research and Innovation. https://doi.org/10.1787/9789264270695-en
  • Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543.
  • Husain, W., Gulzar, A., & Aqeel, M. (2016). The mediating role of depression, anxiety and stress between job strain and turnover intentions among male and female teachers. FWU Journal of Social Sciences, 10(1), 48-57.
  • Iqbal, M. (2012). Public versus private secondary schools: A qualitative comparison. Journal of Research and Reflections in Education, 6(1), 40-49.
  • Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2014). Promoting early career teacher resilience: A framework for understanding and acting. Teachers and Teaching, 20(5), 530-546.
  • Klassen, R. M., & Durksen, T. L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. Learning and Instruction, 33, 158- 169.
  • Kwaku, D., Mensah, D., & Jonathan, A. W. (2016). Teacher professional development: Keys to basic teachers curriculum practice success in Ghana. British Journal of Education, 4(4), 29-37.
  • Laslett, R., & Smith, C. (2002). Effective classroom management: A teacher's guide (2nd ed.). London: Routledge.
  • Lewis, R. (2008). Understanding pupil behaviour: Classroom management techniques for teachers (1st ed.). London: Routledge.
  • ASER Pakistan. (2015). Annual status of education report. South Asian Forum for Educational Development (SAFED). http://aserpakistan.org/document/aser/201 5/reports/national/ASER_National_Report_ 2015.pdf:
  • Pugatch, T. (2017). Is teacher certification an effective tool for developing countries? IZA World of Labor, 2, 349-349.
  • Raba, A., & Mahmoud, A. A. (2016). The Challenge of Classroom Leadership and Management Facing Newly Appointed Teachers. American Journal of Educational Research, 4(2A), 25-29.
  • Rideout, G., & Windle, S. (2017). Beginning teachers'pupil control ideologies: An empirical examination of the impact of beliefs about education, mentorship, induction, and principal leadership style. Canadian Journal of Educational Administration and Policy(104).
  • Simon, N. S., & Johnson, S. M. (2015). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117(3), 1-36.
  • Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London Sage Publications.
  • Struyven, K., & Vanthournout, G. (2014). Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching. Teaching and Teacher Education, 43, 37-45.
  • Thornberg, R. (2011). 'She's weird!' - The social construction of bullying in school: A review of qualitative research. Children & society, 25(4), 258-267.
  • Ur, P. (2006). Are teachers born or made? Readings in Methodology, 16(1), 7-14.
  • Wolff, C. E., Jarodzka, H., den Bogert, N., & Boshuizen, H. P. (2016). Teacher vision: expert and novice teachers' perception of problematic classroom management scenes. Instructional Science, 44(3), 243- 265.
  • Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. (2015). Keeping an eye on learning: Differences between expert and novice teachers' representations of classroom management events. Journal of Teacher Education, 66(1), 68-85.

Cite this article

APA

    APA : Saleem, A., Muhammad, Y., & Siddiqui, M. F. (2021). Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools. Global Social Sciences Review, VI(III), 72-79. https://doi.org/10.31703/gssr.2021(VI-III).08

CHICAGO

    CHICAGO : Saleem, Ayesha, Yaar Muhammad, and Malahat Fuad Siddiqui. 2021. "Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools." Global Social Sciences Review, VI (III): 72-79 doi: 10.31703/gssr.2021(VI-III).08

HARVARD

    HARVARD : SALEEM, A., MUHAMMAD, Y. & SIDDIQUI, M. F. 2021. Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools. Global Social Sciences Review, VI, 72-79.

MHRA

    MHRA : Saleem, Ayesha, Yaar Muhammad, and Malahat Fuad Siddiqui. 2021. "Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools." Global Social Sciences Review, VI: 72-79

MLA

    MLA : Saleem, Ayesha, Yaar Muhammad, and Malahat Fuad Siddiqui. "Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools." Global Social Sciences Review, VI.III (2021): 72-79 Print.

OXFORD

    OXFORD : Saleem, Ayesha, Muhammad, Yaar, and Siddiqui, Malahat Fuad (2021), "Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools", Global Social Sciences Review, VI (III), 72-79

TURABIAN

    TURABIAN : Saleem, Ayesha, Yaar Muhammad, and Malahat Fuad Siddiqui. "Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools." Global Social Sciences Review VI, no. III (2021): 72-79. https://doi.org/10.31703/gssr.2021(VI-III).08