Abstract
Classroom management is one of the main factors that give a significant impact on the teaching and learning process in the classroom. Teachers with good classroom management skills are able to deal with challenging behavior issues positively. But, teachers with poor classroom management skills will feel frustrated whenever they fail to deal with behavior problems. This situation also disrupts the teaching and learning session. The purpose of this study is to determine the level of pre-service teachers’ knowledge regarding classroom management. This research used survey research design and the questionnaire was adopted from the previous researcher. Pre-service teachers’ knowledge was measured based on their understanding regarding behavior management and the implementation of positive and negative reinforcement. The purposive sampling technique used in sample selection. To be selected in this research, respondents must be final year students who have completed the courses and teaching practicum and specialized in special education programs. A total of 100 respondents from three public universities participate in this research. Research findings showed respondents demonstrated a good understanding regarding classroom management with a high level of the mean value. This outcome revealed public university in Malaysia provides a great teacher training program, particularly in a special education program. With a good understanding of behavior management, is to be expected pre-service teachers will be able to be good teachers once they enter the real world of education soon.
Highlights
Classroom management is a major contributor to effective teaching and learning process in the classroom
Descriptive analyses of data revealed that special education pre-service teachers’ have a very good knowledge of general behavior management with overall mean value 4.78
Respondent responds undecided to the following item, cannot differentiate between positive and negative behavior (2%), the importance of behavior management to student with disability (1%), types of negative behaviors (4%), types of positive behavior (3%), the objectives of behavior management (2%), the importance of behavior management to learning process (1%), and behavior management is a component in the national curriculum (1%)
Summary
Classroom management is a major contributor to effective teaching and learning process in the classroom. Challenging behavior is az common issue facing by special education teachers. This challenging behavior may disrupt the learning session and causes of burnout to teachers if they failed to deal with the situation (Yunus & Mohamed, 2019). Many studies showed teachers who demonstrate a good knowledge and understanding of behavior management could handle this situation confidently and positively (Butler & Monda-Amaya 2016; Ahmad & Hanifah, 2015). A review of the literature agreed on knowledge as a basic component that needs to empower to make sure teachers are competent enough dealing with challenging behavior (Zulkifli & Mohamed, 2019; Wei & Yasin, 2017; Bari, Yasin & Hamzah, 2014)
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