Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers
Keywords:
administrative support, classroom management challenges, elementary public-schools, novice teachers
Abstract
Abstract Views: 1383
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.
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References
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Batool, S., Ali, R., & Mehmood, S. (2017). Corporeal punishment and its effects on students learning: A study of selected schools in rawalpindi & rawat. Pakistan Journal of Criminology, 9(1), 29-44. http://www.pjcriminology.com/wp-content/uploads/2019/01/3-6.pdf
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Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622-629.
Chughati, F. D., & Perveen, U. (2013). A study of teachers workload and job satisfaction in public And private schools at secondary level in Lahore city Pakistan. Asian Journal of Social Sciences & Humanities, 2(1), 202-214.
Darling-Hammond, L. (2014). One piece of the whole: Teacher evaluation as part of a comprehensive system for teaching and learning. American Educator, 38(1), 4-13. https://files.eric.ed.gov/fulltext/EJ1023870.pdf
Davidson, E. (2007). The pivotal role of teacher motivation in Tanzanian education. The Educational Forum, 71(2), 157-166. https://doi.org/10.1080/00131720708984928
Dayan, U., Perveen, S., & Khan, M. I. (2018). Transition from pre-service training to classroom: Experiences and challenges of novice teachers in Pakistan. FWU Journal of Social Sciences, 12(2), 48-59.
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Jahan,H. (2017). Stress causing factors among teachers in upper primary schools and their relationship with demographic characteristics. Stress, 4(4), 1-12
Kalogrides, D., Loeb, S., & Béteille, T. (2013). Systematic sorting: Teacher characteristics and class assignments. Sociology of Education, 86(2), 103-123. https://doi.org/10.1177/0038040712456555
Karim, K. H. (2006). Understanding a novice teacher’s learning to teach in a private school for girls in Karachi, Pakistan. https://ecommons.aku.edu/cgi/viewcontent.cgi?article=1096&context=book_chapters
Khalid, A., Javed, Z., Nasir, M., & Afreen, S. (2016). The role of public private partnership in provision of physical facilities in schools: A sociological study of district Bhakkar. Bulletin of Education and Research, 38(1), 225-234. https://eric.ed.gov/?id=EJ1210362
Kremer, M., Brannen, C., & Glennerster, R. (2013). The challenge of education and learning in the developing world. Science, 340(6130), 297-300. DOI: 10.1126/science.1235350
Laslett, R., & Smith, C. (2002). Effective classroom management: A teacher’s guide (2nd ed.). Routledge. https://doi.org/10.4324/9780203130087
Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European journal of psychology of education, 22(4), 529-545. https://doi.org/10.1007/BF03173470
Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160-170. https://doi.org/10.1016/j.ijer.2012.03.006
Luschei, T. F., & Chudgar, A. (2017). Supply-side explanations for inequitable teacher distribution. In Teacher Distribution in Developing Countries (pp. 87-107). Springer. https://link.springer.com/chapter/10.1057/978-1-137-57926-3_5
Malik, S., & Jumani, N. (2016). Measuring self efficacy of female novice and experienced teachers. The Sindh University Journal of Education-SUJE, 45(1), 273-286. https://sujo-old.usindh.edu.pk/index.php/SUJE/article/view/2332
Mansoor, Z. (2015). The paradigm shift: Leadership challenges in the public sector schools in Pakistan. Journal of Education and Practice, 6(19), 203-211. https://eric.ed.gov/?id=EJ1079537
Marzano, R. J., Gaddy, B. B., & Foseid, M. C. (2005). A handbook for classroom management that works. ASCD. https://books.google.com.ua/books?hl=en&lr=&id=BMOQFLa0fcEC&oi=fnd&pg=PA1&dq=Marzano,+R.+J.,+Gaddy,+B.+B.,+%26+Foseid,+M.+C.+(2005).+A+handbook+for+classroom+management+that+works.+&ots=HvSfCtvIzp&sig=S9GpXhsF7dbJHRv6w_b4NUcv9tc&redir_esc=y#v=onepage&q&f=false
Mbiti, I. M. (2016). The need for accountability in education in developing countries. Journal of Economic Perspectives, 30(3), 109-132. https://www.aeaweb.org/articles?id=10.1257/jep.30.3.109
McClelland, D. C. (1987). Human motivation. Cambridge University Press.
https://books.google.com.ua/books?id=vic4AAAAIAAJ&hl=uk&source=gbs_book_other_versions
Melnick, S. A., & Meister, D. G. (2008). A comparison of beginning and experienced teachers’ concerns. Educational Research Quarterly, 31(3), 39-56. https://eric.ed.gov/?id=EJ788428
Merriam, S. B. (2009). Qualitative Research: A guide to design and implementation. John Wiley & Sons. https://www.wiley.com/enar/Qualitative+Research%3A+A+Guide+to+Design+and+Implementation%2C+4th+Edition-p-9781119003618
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons. https://www.amazon.com/Qualitative-Research-Guide-Design Implementation/dp/111900361X
Mooij, J. (2008). Primary education, teachers’ professionalism and social class about motivation and demotivation of government school teachers in India. International Journal of Educational Development, 28(5), 508-523.
https://doi.org/10.1016/j.ijedudev.2007.10.006
Mujahid, N., & Noman, M. (2015). Infrastructure availability in the public sector schools: A case study of Sindh province. Journal of Education and Practice, 6(4), 60-67. https://files.eric.ed.gov/fulltext/EJ1083766.pdf
Patton, M. Q. (2015). Qualitative Research & Eveluation Methods (4th ed.). Sage Publications, Inc. https://us.sagepub.com/en-us/nam/qualitative-research-evaluation-methods/book232962
Ritchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & B. Burgess (Eds.), Analyzing qualitative data (pp. 173-194). Routledge. https://doi.org/10.4324/9780203413081
Ritchie, J., & Spencer, L. (2002). Qualitative data analysis for applied policy research. In A. Bryman & R. G.Burgess (Eds.), Analyzing qualitative data (pp. 305-329). Routledge. https://doi.org/10.4324/9780203413081
Saleem, A., Muhammad, Y., & Masood, S. (2019). Negative emotions and self-created challenges of novice public-school teachers in managing classroom. Journal of elementary education, 29(2), 178-195. http://pu.edu.pk/images/journal/JEE/PDF/12_v29_2_19.pdf
Saleem, A., Muhammad, Y., & Masood, S. (2020). Support needs of novice public-school teachers for effective management of elementary level classrooms in Lahore. Pakistan Social Sciences Review, 4(III), 682-697.
http://doi.org/10.35484/pssr.2020(4-III)48
Sohail, T., Khalid, H., Shahed, S., Qureshi, U., Javed, Z., & Islam, S. (2016a). Daily Hassles Checklist for School Teachers. Pakistan Vision, 17(2), 1-19. http://pu.edu.pk/home/journal/12/V_17_2_2016.html
Sohail, T., Khalid, H., Shahed, S., Qureshi, U., Javed, Z., & Islam, S. (2016b). Daily hassles checklist for school teachers. Pakistan Vision, 17(2), 71-91. http://pu.edu.pk/home/journal/12/V_17_2_2016.html
Webb, S. R. (2007). The relationship between elementary school principals’ leadership approaches and teacher motivation and job satisfaction in Alabama’s Black Belt region [Unpublished doctoral dissertation, Alabama State University]. Montgomery, Alabama.
https://search.proquest.com/openview/8fe7cbc9365a2957743e25f6d57dbe1f/1?pq-origsite=gscholar&cbl=18750&diss=y
Alwi, S. K. K., Rauf, M. B., & Haider, K. (2015). Teachers’ job satisfaction and the role of principles for effective educational system in secondary schools of Karachi, Pakistan. Research Journal of Educational Sciences, 3(2), 1-5.
Ashraf, M. A., & Ismat, H. I. (2016). Education and development of Pakistan: A study of current situation of education and literacy in Pakistan. US-China Education Review, 6(11), 647-654. http://pjlss.edu.pk/pdf_files/2016_2/91-95.pdf
Ayub, A., Hussain, M. A., & Ghulamullah, N. (2018). Causes and impact of work stress on teacher’s performance in urban primary schools. Journal of Research in Social Sciences, 6(1), 81-100.
Batool, S., Ali, R., & Mehmood, S. (2017). Corporeal punishment and its effects on students learning: A study of selected schools in rawalpindi & rawat. Pakistan Journal of Criminology, 9(1), 29-44. http://www.pjcriminology.com/wp-content/uploads/2019/01/3-6.pdf
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and treatment of children, 37(4), 681-711. https://www.jstor.org/stable/44683943
Burkman, A. (2012). Preparing novice teachers for success in elementary classrooms through professional development. Delta Kappa Gamma Bulletin, 78(3), 23-33.
http://www.deltakappagamma.org/NH/Spring%202012_Professional%20Development_2-27-12.pdf#page=24
Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622-629.
Chughati, F. D., & Perveen, U. (2013). A study of teachers workload and job satisfaction in public And private schools at secondary level in Lahore city Pakistan. Asian Journal of Social Sciences & Humanities, 2(1), 202-214.
Darling-Hammond, L. (2014). One piece of the whole: Teacher evaluation as part of a comprehensive system for teaching and learning. American Educator, 38(1), 4-13. https://files.eric.ed.gov/fulltext/EJ1023870.pdf
Davidson, E. (2007). The pivotal role of teacher motivation in Tanzanian education. The Educational Forum, 71(2), 157-166. https://doi.org/10.1080/00131720708984928
Dayan, U., Perveen, S., & Khan, M. I. (2018). Transition from pre-service training to classroom: Experiences and challenges of novice teachers in Pakistan. FWU Journal of Social Sciences, 12(2), 48-59.
Grant, M. C. (2017a). A case study of factors that influenced the attrition or retention of two first-year special education teachers. Journal of the American Academy of Special Education Professionals, 77, 1-17.
Grant, M. C. (2017b). A case study of factors that influenced the attrition or retention of two first-year special education teachers. Journal of the American Academy of Special Education Professionals, Winter, 77-84. https://eric.ed.gov/?id=EJ1129641
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.
Jahan,H. (2017). Stress causing factors among teachers in upper primary schools and their relationship with demographic characteristics. Stress, 4(4), 1-12
Kalogrides, D., Loeb, S., & Béteille, T. (2013). Systematic sorting: Teacher characteristics and class assignments. Sociology of Education, 86(2), 103-123. https://doi.org/10.1177/0038040712456555
Karim, K. H. (2006). Understanding a novice teacher’s learning to teach in a private school for girls in Karachi, Pakistan. https://ecommons.aku.edu/cgi/viewcontent.cgi?article=1096&context=book_chapters
Khalid, A., Javed, Z., Nasir, M., & Afreen, S. (2016). The role of public private partnership in provision of physical facilities in schools: A sociological study of district Bhakkar. Bulletin of Education and Research, 38(1), 225-234. https://eric.ed.gov/?id=EJ1210362
Kremer, M., Brannen, C., & Glennerster, R. (2013). The challenge of education and learning in the developing world. Science, 340(6130), 297-300. DOI: 10.1126/science.1235350
Laslett, R., & Smith, C. (2002). Effective classroom management: A teacher’s guide (2nd ed.). Routledge. https://doi.org/10.4324/9780203130087
Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European journal of psychology of education, 22(4), 529-545. https://doi.org/10.1007/BF03173470
Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160-170. https://doi.org/10.1016/j.ijer.2012.03.006
Luschei, T. F., & Chudgar, A. (2017). Supply-side explanations for inequitable teacher distribution. In Teacher Distribution in Developing Countries (pp. 87-107). Springer. https://link.springer.com/chapter/10.1057/978-1-137-57926-3_5
Malik, S., & Jumani, N. (2016). Measuring self efficacy of female novice and experienced teachers. The Sindh University Journal of Education-SUJE, 45(1), 273-286. https://sujo-old.usindh.edu.pk/index.php/SUJE/article/view/2332
Mansoor, Z. (2015). The paradigm shift: Leadership challenges in the public sector schools in Pakistan. Journal of Education and Practice, 6(19), 203-211. https://eric.ed.gov/?id=EJ1079537
Marzano, R. J., Gaddy, B. B., & Foseid, M. C. (2005). A handbook for classroom management that works. ASCD. https://books.google.com.ua/books?hl=en&lr=&id=BMOQFLa0fcEC&oi=fnd&pg=PA1&dq=Marzano,+R.+J.,+Gaddy,+B.+B.,+%26+Foseid,+M.+C.+(2005).+A+handbook+for+classroom+management+that+works.+&ots=HvSfCtvIzp&sig=S9GpXhsF7dbJHRv6w_b4NUcv9tc&redir_esc=y#v=onepage&q&f=false
Mbiti, I. M. (2016). The need for accountability in education in developing countries. Journal of Economic Perspectives, 30(3), 109-132. https://www.aeaweb.org/articles?id=10.1257/jep.30.3.109
McClelland, D. C. (1987). Human motivation. Cambridge University Press.
https://books.google.com.ua/books?id=vic4AAAAIAAJ&hl=uk&source=gbs_book_other_versions
Melnick, S. A., & Meister, D. G. (2008). A comparison of beginning and experienced teachers’ concerns. Educational Research Quarterly, 31(3), 39-56. https://eric.ed.gov/?id=EJ788428
Merriam, S. B. (2009). Qualitative Research: A guide to design and implementation. John Wiley & Sons. https://www.wiley.com/enar/Qualitative+Research%3A+A+Guide+to+Design+and+Implementation%2C+4th+Edition-p-9781119003618
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons. https://www.amazon.com/Qualitative-Research-Guide-Design Implementation/dp/111900361X
Mooij, J. (2008). Primary education, teachers’ professionalism and social class about motivation and demotivation of government school teachers in India. International Journal of Educational Development, 28(5), 508-523.
https://doi.org/10.1016/j.ijedudev.2007.10.006
Mujahid, N., & Noman, M. (2015). Infrastructure availability in the public sector schools: A case study of Sindh province. Journal of Education and Practice, 6(4), 60-67. https://files.eric.ed.gov/fulltext/EJ1083766.pdf
Patton, M. Q. (2015). Qualitative Research & Eveluation Methods (4th ed.). Sage Publications, Inc. https://us.sagepub.com/en-us/nam/qualitative-research-evaluation-methods/book232962
Ritchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & B. Burgess (Eds.), Analyzing qualitative data (pp. 173-194). Routledge. https://doi.org/10.4324/9780203413081
Ritchie, J., & Spencer, L. (2002). Qualitative data analysis for applied policy research. In A. Bryman & R. G.Burgess (Eds.), Analyzing qualitative data (pp. 305-329). Routledge. https://doi.org/10.4324/9780203413081
Saleem, A., Muhammad, Y., & Masood, S. (2019). Negative emotions and self-created challenges of novice public-school teachers in managing classroom. Journal of elementary education, 29(2), 178-195. http://pu.edu.pk/images/journal/JEE/PDF/12_v29_2_19.pdf
Saleem, A., Muhammad, Y., & Masood, S. (2020). Support needs of novice public-school teachers for effective management of elementary level classrooms in Lahore. Pakistan Social Sciences Review, 4(III), 682-697.
http://doi.org/10.35484/pssr.2020(4-III)48
Sohail, T., Khalid, H., Shahed, S., Qureshi, U., Javed, Z., & Islam, S. (2016a). Daily Hassles Checklist for School Teachers. Pakistan Vision, 17(2), 1-19. http://pu.edu.pk/home/journal/12/V_17_2_2016.html
Sohail, T., Khalid, H., Shahed, S., Qureshi, U., Javed, Z., & Islam, S. (2016b). Daily hassles checklist for school teachers. Pakistan Vision, 17(2), 71-91. http://pu.edu.pk/home/journal/12/V_17_2_2016.html
Webb, S. R. (2007). The relationship between elementary school principals’ leadership approaches and teacher motivation and job satisfaction in Alabama’s Black Belt region [Unpublished doctoral dissertation, Alabama State University]. Montgomery, Alabama.
https://search.proquest.com/openview/8fe7cbc9365a2957743e25f6d57dbe1f/1?pq-origsite=gscholar&cbl=18750&diss=y
Published
2020-12-23
How to Cite
Saleem, A., Muhammad, Y., & Masood, S. (2020). Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers. UMT Education Review, 3(2), 29-46. https://doi.org/10.32350/uer.32.02
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