Classroom Management Challenges Research Articles

An analysis of classroom management challenges to the novice elementary school teachers in Islamabad, Pakistan

This study analysed the classroom management challenges faced by novice Elementary School Teachers (ESTs) who joined the Federal Directorate of Education (FDE), Islamabad, in 2022. The physical, administrative and individual challenges of the classroom were studied. Using a quantitative approach, the research focused on 661 ESTs, consisting of 249 males and 412 females. A stratified sample of 248 teachers (95 males, 153 females) was selected, and data were collected via a self-developed questionnaire. Experts confirmed the instrument’s validity and reliability were measured with a Cronbach’s alpha of 0.885. Data analysis revealed that novice teachers face several challenges, including limited classroom space, insufficient furniture, and inadequate resources for science labs. They also face challenges in maintaining discipline, disruptive behaviour, and irrelevant questions from students. Furthermore, individual differences among students due to varying IQ levels, learning interests, and socio-economic backgrounds proved challenging. Overcrowded classrooms hinder novice teachers' ability to focus and provide individual attention. The study concluded that heads of educational institutions must offer consistent guidance and support to newly appointed ESTs, especially during their first year, to improve classroom management skills.

A Phenomenological Study on Teachers’ Perception of Classroom Management Challenges in Higher Vocational Colleges in China

For years, effective classroom management has been of much concern to both teachers and teacher educators. Despite such paramount importance, this issue has been far less explored in higher vocational college context in particular. Therefore, this study employed a phenomenological inquiry to delve into the lived experiences of teachers in vocational colleges, and explore these teachers’ perceptions of challenges related to classroom management so as to better understand and support them. 12 teachers from vocational colleges in China were selected through purposive sampling and data were collected by means of semi-structured Interviews. The interviews then were transcribed verbatim and their content was inductively analyzed to let frequent themes emerge. The results of the study show that teachers have been subjected to a number of problems, which result in their great pressure and frustration. Results of the analysis indicated three major themes about the problems, namely “college-related”, “student-related”, “teacher-related” frequently manifested. It should be noted that each main theme also comprised several sub-themes. Some stakeholders such as teachers, teacher educators, administrators, supervisors could benefit from the findings to promote the quality of classroom management in vocational colleges. In this research, we also found that during study, teachers do not acquire sufficient knowledge for effective class management.

AN INVESTIGATION ON CLASSROOM MANAGEMENT CHALLENGES FACED BY TEACHERS AT PRIMARY SCHOOL LEVEL IN PUNJAB

Schools play an important role in community development, particularly for children. The teachers engage in daily routine activities to support this goal. As a result, primary school pupils improve their mental and physical talents while learning life skills and academic competence. The purpose of this research was to assess the difficulties that primary school teachers face while managing classroom. 200 primary teachers were randomly selected from Lahore, Multan, and Mianwali districts. Data were gathered through a self-developed questionnaire and analyzed by using t-test and ANOVA in inferential statistics. The results of study illustrated that primary-level teachers encountered enormous classroom management challenges. Both gender and teacher’s district showed a significant difference in classroom management. The results indicated the requirement of effective classroom management strategies, supportive infrastructure, and potential training for teachers. To have effective classroom management there is a need to work together including teachers, parents, and educational authorities to create good learning environment & manage challenges faced by primary school teachers.

Social representations of teachers' dropout in the French context: An exploratory study

AbstractThis work aims to investigate the causes behind teachers leaving their profession in France, as well as the aspects that influence some teachers to stay in. The phenomenon of teacher dropout and abandonment is increasingly prevalent in OECD countries, particularly affecting new teachers. Taking a social psychological perspective, the research delves into the representational content of teachers' attitudes towards their profession. By distinguishing between teacher dropout and abandonment—the latter being considered an earlier phase, the results suggest that pupils play a central role in preventing teachers' dropout, along with the love and passion for teaching and the discipline they teach. Conversely, lack of consideration, inadequate resources, working conditions and classroom management challenges are identified as aspects contributing to increase teachers' dropout phenomenon. The findings provide an empirical basis for future studies and valuable insights for enhancing initial teacher training programmes. Understanding these phenomena through the lens of social representations provides valuable insights for developing supportive environments that foster teacher retention and well‐being and facilitate intervention and prevention strategies targeting key elements linked to teachers dropping out.

Using the Book "Al-Miftah lil-‘Ulum" in Teaching Arabic Grammar at the Islamic Boarding School in Indonesia: Benefits and Obstacles

This research aims to comprehend the utilization of the book "Al-Miftah lil-‘Ulum" in teaching Nahwu science at Darul Falah International School, Bagon Mataram, and to identify obstacles arising in teaching Nahwu science using the book. The research methodology employed is qualitative descriptive, utilizing observation, interviews, and documentation as data collection techniques. Data analysis involves data reduction, presentation, and result verification. The findings reveal that the Nahwu science teaching process with the book "Al-Miftah lil-‘Ulum" includes pre-lesson, core activities, and concluding activities. Challenges encountered encompass students' difficulty in reading writings on the board, specific difficulties in each volume, student boredom, and teacher absenteeism hindering goal achievement. Teacher obstacles include student delays, students not bringing books during teaching, non-repetition of "Al-Miftah lil-‘Ulum" lessons in the dormitory, difficulty understanding students' abilities, classroom management challenges, and difficulty providing motivation. This research supports recommendations to explore the effectiveness of "Al-Miftah lil-‘Ulum" as a Nahwu learning source and evaluate its teaching methods. It is suggested to focus on its impact on students' understanding and strategies to enhance its integration into the official curriculum. The research encourages exploring student responses to the book's use, identifying challenges, and proposing solutions through qualitative and quantitative methods for comprehensive understanding.

Exploring Challenges Hindering Teachers’ Implementation of Classroom Management Strategies in Gauteng High Schools, South Africa

This study explores challenges hindering teachers’ implementation of classroom management strategies in schools and suggests solutions thereafter. This study adopts the behaviourism theory, which aims to help learners unpack and emulate desirable behaviour, arguing that learning should lead to the adoption of constructive, observable conduct, such as what individuals say or do. The study is located within a qualitative approach using a case study design. The study consisted of purposively sampled participants comprised of twelve Grade 10 (FET Phase) educators from the three chosen high schools in Gauteng Province in the Ekurhuleni North District, South Africa. The collected data was analysed using content analysis. The findings highlighted large class sizes and insufficient parental involvement as key obstacles to effective classroom management. Setting clear expectations and fostering a positive environment were noted as crucial solutions. Recommendations include schools and educators actively promoting a supportive classroom atmosphere, establishing clear expectations, and encouraging parental participation in the learning process to overcome classroom management challenges and enhance high school teaching and learning experiences.

Guiding with wisdom: a model for early childhood sexual education classroom management

Effective sex education plays a crucial role in providing children with a healthy understanding of sexuality, yet there persist various issues related to sex education in kindergarten. Classroom management challenges also represent significant obstacles that need to be addressed for the successful implementation of sex education. Within educational institutions like Ceria Timoho Kindergarten, the role of teachers in delivering sex education remains pivotal. This research aims to identify classroom management patterns used in providing sex education to children at Ceria Timoho Kindergarten through a qualitative approach involving observation, documentation, and interviews. Data analysis employed qualitative analysis methods. The research results reveal that the classroom management model for sex education emphasizes student-centric approaches that consider individual needs, holistic strategies encompassing emotional, social, and ethical aspects, the selection of age-appropriate teaching methods, the importance of effective communication, and the necessity for thorough evaluation to ensure age-appropriate understanding. These findings offer valuable insights into the significance of effective sex education in helping children comprehend and respect their sexuality, fostering emotional and physical awareness, and promoting overall well-being.

Determinants influencing burnout levels among Ukrainian EFL educators: theoretical constructs and personal experience

The purpose of this article is to explore and analyse the theoretical aspects of factors affecting burnout levels among Ukrainian EFL (English as a Foreign Language) teachers. This article aims to provide a comprehensive understanding of the main contributors to teacher burnout and stress, as well as examine the potential impact of the socio-political and educational context in Ukraine. By delving into these factors, the article seeks to offer valuable insights for improving teacher well-being and retention, and ultimately, enhance the quality of English language education in Ukraine. This investigation synthesized and analysed existing literature on burnout among Ukrainian EFL teachers, revealing a complex interplay of work-related factors, such as workload, classroom management, and student behaviour, and the unique socio-political context in Ukraine. The ongoing conflict and political turmoil in Ukraine, coupled with language policy reforms and national testing systems, have emerged as critical factors affecting EFL teachers’ burnout levels. Additionally, the full-scale armed aggression of Russia against Ukraine has further heightened stress and burnout among teachers due to the disruption of normal school functioning and increased emotional and psychological demands. Addressing the specific challenges faced by EFL teachers in Ukraine, including the impact of the armed aggression, is crucial for promoting well-being and resilience. Previously unsolved aspects of the problem, such as the cumulative impact of multiple factors and coping strategies, warrant further investigation. The insights gained from this analysis can inform the development of targeted interventions and strategies to support teacher well-being and retention, ultimately enhancing the quality of English language education in Ukraine. A continued focus on understanding and addressing burnout among Ukrainian EFL teachers is essential for fostering a sustainable and resilient teaching workforce. The scientific novelty of this investigation lies in its comprehensive analysis of the factors contributing to burnout among Ukrainian EFL teachers, with a particular emphasis on the unique socio-political context and ongoing armed aggression. By synthesizing and analysing existing literature, this investigation identifies previously unsolved aspects of the general problem and highlights potential avenues for future research. The insights gained from this study contribute to the existing body of knowledge on teacher burnout and inform the development of targeted interventions and strategies to support teacher well-being and retention in the specific context of Ukraine. The practical value of this research is its potential to inform the development of targeted interventions and strategies that address the specific challenges faced by Ukrainian EFL teachers, ultimately supporting their well-being and retention. By identifying key factors contributing to burnout, this investigation provides valuable insights for policymakers, educational institutions, and teacher support services in designing and implementing effective measures to mitigate teacher burnout. The findings also highlight the importance of offering tailored professional development opportunities, promoting positive teacher-student relationships, and addressing workload and classroom management challenges. This research serves as a foundation for fostering a more sustainable and resilient teaching workforce, which is essential for enhancing the quality of English language education in Ukraine.

Exploring Preservice Teachers’ Classroom Management Skills during Teaching Practice: Perspectives of University Supervisors

South African universities have been under tremendous pressure to improve preservice teachers’ quality and implement the Minimum Requirement for Teacher Education (MRTEC) as a direct response to the outcry of poor training of teachers. Preservice teachers face classroom management challenges during their teaching practice. Therefore, this study aims to identify the gap in the training programme and propose alternative pathways that might improve classroom practice to enable preservice teachers to bridge the gap between theory and practice. This study draws on classroom observation by university supervisors during teaching practice. Six university supervisors were purposively and conveniently sampled to participate in this study. Online narrative reflections, Zoom group meetings, and WhatsApp one-on-one semi-structured interviews were used to generate data as part of qualitative inquiry. Findings identify weak coordination between fundamental modules and co-modules as the hindrance to effective classroom management. Yet, university supervisors are critical of the poor implementation of classroom management skills as though they are immune from the training process. Therefore, this study recommends that the Teaching Practice Unit introduce a compulsory practical demonstration centre that will use nearby schools before practice teaching officially commences.

Indian Primary Grade Teachers’ Perceptions About Internal and External Barriers to Remote Instruction: A Phenomenological Inquiry

ABSTRACT This qualitative study explored the perceptions of primary grade teachers in the Indian cities of Mumbai and Sambalpur about the barriers they faced in implementing remote instruction effectively during the pandemic. Interviews were conducted over Zoom and via phone. The findings highlighted two sources of barriers. The external barriers included lack of device availability and internet data issues, professional development issues and teachers’ own efforts, time commitment to prepare materials, and classroom management challenges. Teachers’ lack of positive beliefs about remote instruction surfaced as an internal barrier. The findings are consistent with studies conducted by researchers globally and bear implications for early childhood teachers, parents, programs, and policymakers. While research findings have exposed global unpreparedness to implement remote instruction effectively during the pandemic, these findings have also made the field aware of the need for harnessing the potential of technology in enhancing teaching and learning processes and outcomes. Future researchers may design mixed-method studies to identify the extent of children’s learning loss and evaluate the effectiveness of intervention programs offered by schools to help children achieve their current grade level competencies by the end of the academic year. Gathering teachers’ and parents’ voice is critical in this context.

Classroom Management Challenges Facing Teachers in Enhancing Students' Academic Achievement in Public Secondary Schools in Tarime District

This study aimed at finding out the classroom management challenges facing teachers in enhancing students' academic achievement in public secondary schools of Tarime District in Tanzania. A mixed research approach and a convergent parallel design were used. Simple random and purposive sampling techniques were used to obtain a sample size of 92 respondents, including teachers, DEO, and HOS. Teachers were polled via questionnaires, while WEO, the heads of schools, and district education officer were polled via interviews. A correlation coefficient of 0.7 demonstrated that the instruments were valid and reliable for data collection. The reliability of research instruments was computed through a split-half coefficient, while content and face validity were achieved through the member checking method by experts from the Faculty of Education. The quantitative data was coded and described statistically with the help of the Statistical Package for Social Science (SPSS) version 21 whereas the qualitative data was analysed through thematic analysis. The findings revealed that a shortage of instructional materials, poor professional relationships between teachers and students, and poor classroom management skills were the challenges facing teachers. The study recommended that there was a need for teachers to create a positive professional relationship with their students and adopt different instructional approaches to ensure effective teaching delivery of the content.

INFLUENCE OF RIGHT TO EDUCATION ON PERFORMANCE OF TEACHERS IN SELECT SCHOOLS IN BANGALORE CITY

The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), enacted by the Parliament of India on 4 August 2009, paves way for compulsory basic education to children across India. This act helps to uplift the society by assigning more academic responsibilities to schools and teachers. Therefore, right to education will increase the workload and have strong effect on performance of teachers in schools. This study focuses on the impact in performance of teachers and measures to overcome the same. Descriptive research method was adopted utilizing both primary and secondary data. This way, the present study is conducted with a sample of 100 teachers working in select schools in Bangalore City, India. Personal interaction and useful questionnaires answered by teachers provided the data for analysis. The questionnaire comprised four parts, such as demographic profile, impact of RTE in classroom teaching, role of training and development in performance of teachers, and expectations of teachers in workplace. The study used simple percentage analysis, factor analysis, multiple regressions analysis, Friedmans chi-square test and Garret ranking analysis, to collate and analyze the data. This study results reveal that RTE admissions create classroom management challenges and impact performances of teachers. The study results further reveal that in order to overcome the challenge and enhance the performance of teachers and increase academic outcomes, performance management, training and development programs and meeting the at par remuneration, at par workload and resource accessibility expectations of teachers are all equally significantly important.

Hubungan Penggunaan Zoom Untuk Pembelajaran Daring Era Pandemi Covid-19 Terhadap Motivasi Belajar Mahasiswa Program Studi Pendidikan Akuntansi

Covid-19 pandemic has influenced educational system in Indonesia. It changes conventional learning into online learning. Despite the internet and classroom management challenges, zoom is widely used to facilitate the learning process in the higher education. This study aims to examine the influence of using zoom for online learning on students’ motivation. The research participants were 45 students at Sanata Dharma University. Quantitative research method was employed by using online-based questionnaire with 5-point Likert scale: strongly disagree (1) to strongly agree (5). The Spearman correlation test shows that the experience of using zoom as learning medium is significantly related to students’ learning motivation.

When “Face-to-Face” is No Longer an Option: Classroom Management Challenges During the Covid-19 Pandemics

The article examines the current context of teaching online or in a hybrid environment and provides recommendations pertaining to some of the classroom management techniques primary and secondary school teachers might find useful in their activities during the COVID 19 pandemics. The main aims of this article are to analyse the challenges posed by online teaching in relation to class management; to provide a toolkit for educators in relation to class management in an online teaching environment; and to better understand how the various learning styles of the students should be responded to by teachers as part of their classroom management techniques. The methodology which the current paper relies on involves both a critical analysis of classroom management techniques currently employed in traditional (i.e., face-to-face) and online education, as well as empirical methods pertaining to our own daily activities as educators (observation, questionnaires, conversation, dialogue, self-assessment of the learning outcomes, evaluation sheets). Building upon such methods, we formulate practical recommendations as to how an efficient classroom management should be handled to ensure that online teaching is performed at its best during the COVID-19 pandemics. The following results were attained as part of our research: the identification of the main challenges that the educators must deal with when managing the online class; a potential toolkit for the educators when managing their class in an online environment; a clearer understanding on how to best approach all students according to their styles of learning. The conclusions allow asserting that the educators have an essential role in adapting the online class management to the learning styles of the students and to the concrete particularities of e-learning during de COVID-19 pandemics, creating an optimum environment for the teaching and learning process.

Job Challenges Faced by Novice EFL High School Teachers

The transition from pre-service teachers into novice teachers is a challenging process that has certain effects on teachers' lifelong careers. This study was conducted with the aim of exploring the job challenges that novice EFL high school teachers in the Mekong Delta of Vietnam faced in their first five years of teaching practice. This descriptive study adopted two research tools, including questionnaire and semi-structured interview. Thirty novice EFL high school teachers responded to the questionnaire and four of them were invited to participate in a semi-structured interview. The results showed that novice EFL high school teachers encountered job challenges at a medium frequency level. Specifically, based on the results of three One-Sample T Tests, it can be concluded that the novices were confronted with school context challenges at a high level, followed by the medium level of learners and classroom management challenges. Novices just dealt with lesson-related challenges at a low level. In addition, the findings from the semi-structured interviews presented several different job challenges including applying the teaching methods learned at university, lesson preparation, students’ negative attitudes towards learning English, students’ proficiency, workload, and pressure of achievement or credit-driven practice. Future studies on novice EFL teachers’ job challenges should be done on a larger scale and scope, and employ multiple research methods to collect the data.

Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers

The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.

Managing to Teach Ambitiously in the First Year?

Beginning teachers (BTs) are increasingly expected to teach ambitiously from day one. However, they continue to face classroom management challenges. This study presents case studies of two elementary BTs that explore (1) the relationship between BTs’ management and instructional practices in mathematics and English language arts and (2) its consequences for the ambitiousness of their teaching. Drawing on cultural historical activity theory, the cases highlight (1) the limits of a hierarchical model that positions classroom management as foundational to BTs’ subject-matter instruction, (2) the potential of a polymotivated model of ambitious instruction for supporting BTs’ development, and (3) the role of race in mediating this development. Implications for research and for efforts to support ambitious teaching among elementary BTs are explored.

Classroom Management: A Challenging Part in Beginning English Teachers’ Career Entry Stage

Classroom management is the vital professional content of successful professionalization of beginning teachers. This study explores the challenges beginning English teacher face in classroom management during early years of teaching career. Through survey method and using a valid questionnaire tool the required data was collected and then analyzed statistically using SPSS 16. A sample of beginning English teachers was carefully chosen through stratified sampling from 43 schools located in Faisalabad city, Pakistan. In total, 113 participants responded to questionnaires and 20 participated in the interviews. It was found that a large number of students in classes, variation in cognitive approach and mother tongue, adaptation to new teaching and learning techniques, and ineptness in using latest ICT based audio-visual aids are main challenges in classroom management that affect the ultimate performance of beginning English teachers. These issues require more attention to improve teachers’ performance. It is hoped that findings of this study would help beginning teachers and educationists in developing strategies to cope with classroom management challenges in the perspective professional socialization.

Are Teachers Ready? Preservice Teacher Knowledge of Classroom Management and ADHD

It is well documented that teachers feel unprepared to handle classroom management challenges in their classrooms. This lack of preparedness in classroom management, specifically for students with mental health concerns, is one of the leading reasons for teacher attrition. Yet, little is known about what teachers know about classroom management strategies and children’s mental health difficulties upon entering the classroom. The present study seeks to understand preservice teachers’ knowledge of classroom management strategies and attention-deficit/hyperactivity disorder (ADHD) in the United States. Participants were preservice teachers (n = 107; 95.3% female; 75.4% Hispanic) about to enter their student teaching internship. Teachers’ accurate knowledge of classroom management strategies, accurate knowledge of ADHD, misperceptions of ADHD, and lack of knowledge of ADHD were investigated and related to teacher characteristics (i.e., hours of professional development) and sense of efficacy. Teacher knowledge of classroom management stategies, attention-deficit/hyperactivity disorder (ADHD), and sense of efficacy were evaluated using self-report measures. Overall, preservice teachers achieved 60.7% accuracy on the measure of classroom management strategies and 49% accuracy on the knowledge of ADHD measure. There were no associations between teachers’ knowledge of ADHD or classroom management strategies and teacher efficacy or characteristics. The results of this study reveal large gaps in preservice teachers’ knowledge of ADHD and classroom management strategies. Implications for teacher training programs are discussed.

Mobile, but Are We Better? Understanding Teacher’s Perception of a Mobile Technology Integration Using the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework

As the popularity of mobile technology rises, there is an increased emphasis to integrate these devices into the classroom. While some research has investigated its effectiveness, further research is needed to understand why teachers adopt these tools to improve teaching. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), this formative assessment used an explanatory mixed-methods approach to identify the barriers and challenge teachers face in adoption. Themes of the qualitative data focused on self-engagement and self-directed learning, classroom management challenges, self efficacy and limited professional development, and lack of clear administrative vision. Implications for practice are also discussed.