Novice Middle School Teachers’ Perceptions of Classroom Management

The purpose of this study was to investigate novice middle school teachers’ perceptions concerning classroom management. Classroom management is a crucial component of teaching. However, it has consistently been a difficult area for novice teachers or teachers having less than three years of teaching experience (Albright, 2017; Kelly et al., 2015; Rose & Sughrue, 2021; Weinstein & Everston, 2013). While it is evident that novice teachers struggle with classroom management, the way in which they conceptualize it needs further clarification. Determining precisely what specific aspects of classroom management with which novice teachers struggle also needs to be explored further. Using a phenomenological, qualitative design, data was collected using individual interviews. Interviews with eight novice, middle school teachers led to various notable findings. The findings included (a) novice middle school teachers’ conceptualizations of classroom management center on the importance of establishing and maintaining a healthy community for learning, as well as the use of repetitive structures and procedures to lead and facilitate classroom activities; (b) intervening in student misbehavior was found to be the most difficult aspect; (c) building relationships is essential for all teachers, and relationship building can bring about classroom management success; and (d) novice teachers need classroom management support with peer-led or real time learning opportunities. This study illustrates how novice middle school teachers define classroom management and explores what aspects of classroom management cause novice teachers the most struggle. Prior research has offered a broad, bird’s eye view of the problem of classroom management. These findings provide specific problems from the voices of teachers and suggests that providing novice teachers with peer-led or real-time classroom management support could greatly enhance their classroom management skills.