An Examination of Preservice and Early Career Teachers’ Perspectives on Preparation for Classroom Management
Joseph Earl Clements
Growing concern regarding the rising teacher attrition rates exists within the field of education. Research suggests the cause of this increasing phenomenon correlates to teachers’ competency revolving around classroom management instruction received within preservice teacher education programs. In an attempt to pinpoint the issue, this project sought to address the following questions: (1) To what extent are college and university teacher preparation programs providing students with the necessary tools to manage a classroom effectively? (2) Prior to entering the career field, what do preservice teachers require from their teaching preparation programs to possess classroom management competencies? Using a qualitative methods approach, the researcher performed interviews with five preservice teachers and five Early Career Teachers (ECTs). Results display that both preservice teachers and ECTs could benefit from explicit instruction in classroom management approaches, trauma-informed care, and intentional relationship building rooted in the social-emotional learning (SEL) approach. This study provides implications that can be used to reconfigure preservice teacher education program curriculums that better prepare students to transition into the workforce more smoothly, which may slow the rise of the teacher attrition rate.
Graham F. Hunter
Primary Advisor's Department
Stander Symposium project, student affairs, School of Education and Health Sciences
United Nations Sustainable Development Goals
"An Examination of Preservice and Early Career Teachers’ Perspectives on Preparation for Classroom Management" (2021). Stander Symposium Projects. 2315.