Differences in Pre-service Teachers’ Attitudes about Classroom Management: Elementary and Secondary Perspectives

Abstract

Classroom management as the most sought after skills in educators, and classroom management skills are viewed as markers of teacher effectiveness. In the face of larger and more diverse types of teacher-training formats, the development of classroom management skills and resources is often accomplished in courses that include diverse types of students seeking wide varieties of certifications. This study explored whether a difference in pre-service teacher perceptions and beliefs about classroom management existed based on the type of certification being pursued. Data were collected from 85 pre-service teachers enrolled in undergraduate educational psychology using the Attitudes and Beliefs on Classroom Control Inventory (ABCC). Findings indicate differences in the perspectives of pre-service teachers seeking early childhood, elementary and secondary certification regarding classroom management, and further exploration may help teacher educators effectively target and teach classroom management skills.