CHAPTER-1: INTRODUCTION

Introduction
Beginning teachers often face obstacles regarding classroom management and
discipline issues Martin, Baldwin, and Counseling (1996). Classroom management is
managing a conducive environment for successful teaching-learning for instance,
organizing a physical environment, setting rules and procedures, sustaining student’s
behavior (Jones, 2013). Usually beginning teachers are unable to handle unpredictable
student behaviors and classroom management problems thus effective classroom
management skills are essential to facilitate a teaching-learning process. Having
classroom management skills for a teacher is an important factor as it directly affects the
quality of teaching provided to students. Hence, polishing classroom management
strategies are crucial (Marzano, Marzano, & Pickering, 2003). The same researchers
noted, teachers are the managers of their perspective classroom. Unmanaged classrooms
cannot conduct effective learning.

Many researcher beliefs using classroom management strategies in a classroom

is a quite challenging task. Teachers integrate classroom management strategies for
facilitating students in developing and polishing their behavior for a better teaching-
learning process. Teachers keep their classroom and students organized, focused,
attentive, academically productive by integrating classroom management skills and
techniques. The most basic objective of practicing classroom management skills is to
blossom social attitudes and behavior also increasing academic participation and
progress of students (Simonsen, Myers, DeLuca, & Education, 2010).

It could be declared that if successful classroom management skills are

practicing in the classroom such as hands-on activities and learning, collaborative
projects, it will increase the efficiency of teachers and students as well (C. Evertson,
2007). When classroom management skills are being practiced well in the classroom,
instructors eliminate those actions which obstruct students’ development and enhances
those actions which maximize student’s learning and progress (Allen & Blackston,
2003).

When the word “classroom management” comes, the first thing that comes to
mind is the concept of discipline. Although classroom management is a vital process it
cannot be restricted to discipline only (Duck & Ideas, 2007). Managed classrooms
reduces the misbehavior of students and maximizes the student’s progress and their
involvement. Many researchers suggested that teacher’s competency in handling
classrooms with expertise has a direct correlation to learners' progress. Hence beginning
teachers must be skilled and competent as classroom managers (Wilson, 2012).

A study by Blase and Kirby (2008) disclosed that teachers considered "principal
support in matters of discipline result[ed] in feelings of 'confidence,' 'security,' and
'control'" (p. 71). Blase and Kirby’s research identified that principals reinforce teachers
by encouraging classroom management skills and techniques among them. According to
principals, the basic concern while hiring new staff in the school is effective classroom
management strategies and skills (Ralph, Kesten, Lang, & Smith, 1998). Ralph et al.
surveyed 95 Canadian principals to find out their concern area and it has resulted that
83% of the principals' belief that classroom management strategies are crucial.

Background and Context

Marzano et al. (2003) stated that in the classroom teacher plays the role of
classroom manager. Its the teacher’s responsibility to tackle the nonserious behavior of
students with efficient management skills. Bagley was the researcher who developed the
first documented research on classroom management in 1907 by evaluating
management techniques. He identified effective teachers by utilizing textbooks, his
personal experiences, and observation. Bagley’s book “Classroom management: Its
Principles and Techniques” is focusing on behavior management.

Researches conducted by many researchers elaborates that student’s ill behavior causes
multiple problems for instructors and it resulted in anxiety issues among teachers.
Thousands of researchers suggested integrating classroom management skills and
strategies is very crucial. And the principal needs to hire those teachers which are well
known how to manage a class efficiently. Because the teacher, being a manager of the
class, is completely responsible for the academics and behavior of students (C.
Evertson, 2007).

Statement of the Problem

The purpose of the study is to explore the elite school principals' concerns and
beliefs regarding beginning teachers' classroom management skills. As many
researchers stated the most demanding skill that a beginning teacher should be known
with is classroom management. So that a teacher can manage students’ behavior, build a
positive and conducive classroom environment where students will be able to maximize
their growth and learning.

By reviewing the literature I get to know there is very little research about the
principal’s belief regarding the classroom management skills of a novice teacher.
Therefore, the study is designed to explore this phenomenon and fill the gap in the
literature.

Theoretical/Conceptual Framework in Brief

The framework selected for the research measure the three domains of global
classroom quality- emotional support, classroom organization, and instructional support.
By following this framework teaching-learning process will lead towards efficacy and
professional development of students. For effective classroom management, these three
domains are important. The framework will increase classroom interaction by
integrating the three domains in the classroom. These three domains have further
dimensions, for instance, emotional support is divided into further three dimensions,
positive and negative classroom climate, regards for student’s perspective, and teacher
sensitivity. Classroom organization is divided into productivity, behavior management,
and instructional learning formats. And the last domain instructional supports include
concept development, language modeling and quality of feedback.

Purpose, Objectives and Research Questions of the Study

The purpose of the study is to explore the elite school principals' concerns and
beliefs regarding beginning teachers' classroom management skills.

This purpose was divided into the following objectives:

1. To explore the elite school principals' concerns and beliefs regarding

beginning teachers' practices for providing emotional support.
 2. To explore the elite school principals' concerns and beliefs regarding
beginning teachers' practices for providing effective classroom organization.
3. To explore the elite school principals' concerns and beliefs regarding
beginning teachers' practices for providing effective instructional support.

This study is guided by the following research questions:

1. What are the elite schools principals' concerns and beliefs regarding beginning
teachers' practices for providing emotional support?
2. What are the elite schools principals' concerns and beliefs regarding beginning
teachers' practices for providing effective classroom organization?
3. What are the elite schools principals' concerns and beliefs regarding beginning
teachers' practices for providing effective instructional support?

Significance of the Study

This study is important for … reasons. It focuses on …., and it looks at …. In

this way the system will be more informed and better able to provide appropriate
support ….

This study’s main contribution has to do with…

In this manner this study will add to the existing research regarding…

In addition, the examination of the…. will enable a structured comparison of the

commonalities and differences between them, thus offering new insights regarding the issue
of….

Based on these findings, this study will also offer some practical implications
such as…
 It is hoped that this study and such practical implications will help enhance…

Definitions of Some Key Terms

Key term 1 Classroom management
Classroom management are the skills and techniques that are used in the
classroom by instructors to tackle the inappropriate behavior of students. It will
lead towards student’s professional and social development (Evertson, 2007).

Key term 2 Novice teacher

A beginning teacher who has start his/her career as a professional teacher with
the experience of 0-5 years.

Key term 3 Principal

Head of the school who is responsible for all the operation. The principal also
plays the role of school manager and instructional leader.
 CHAPTER 2: LITERATURE REVIEW

Introduction
In this chapter, we will discuss the comprehensive review of literature on elite
school principals’ concerns and beliefs regarding beginning teachers’ classroom
management skills.
Section 1 of the chapter will begin with the history of classroom management.
How it evolves in education through history? This section will help readers to develop a
better understanding of what is classroom management? And how it influences student
academic achievement. Section 2 will be on principals’ concerns related to classroom
management.
Review of Theoretical Literature
Section 1
Classroom management:
The term classroom management deals with discipline and applying behavior
controlling strategies in the classroom to avoid misbehavior and disruption to enhance
both students’ academic progress and social-emotional learning (C. M. Evertson &
Poole, 2008). Teachers are the most important component of the classroom. They play
a vital role in students’ academic achievements. Teachers are responsible for managing
the classroom so that it leads towards students’ development (Francis & Oluwatoyin,
2019). Teachers are classroom managers (Francis & Oluwatoyin, 2019). They manage
every single element related to the classroom and students, for instance, classroom
setting, making rules, solving students’ quarries, arranging learning activities, teaching
procedures, students’ behavior and attitudes (C. M. Evertson & Poole, 2008). Effective
classroom management has complete attention towards creating a positive atmosphere
in the classroom so that teachers can easily manage the inappropriate behavior of
learners (Lewis & Sugai, 1999). For organizing a classroom, setting rules and routines
are very essential. Because it maintains the behavioral context of the learners (Colvin,
Kameenui, & Sugai, 1993).
Novice teachers are mostly unaware of classroom management strategies. If they
get support from the administration they can successfully organize the classroom up to
the maximum level (Wilson, 2012).
The history of classroom management
William Bagley was the first researcher in 1907 who produced documented
research focused on classroom management. His book “classroom management: its
principles and techniques”, is known for the first pieces of literature focused on
behavior management. The main purpose of his research was to identify effective
teachers. He interviewed 100 teachers and then proposed 15 punishment methods that
would be effective for students (Wilson, 2012).
The researchers conducted in the 1920s and 1930s have concluded that students’
behavioral issues resulted in teachers’ anxiety (Wilson, 2012). Wickman (1928)
researched teachers' concerns, entitled “children’ behavior and teachers’ attitudes”,
related to behavioral issues of students. 511 teachers were interviewed and research
concluded that it causes teachers’ anxiety.
 Brown (1952) also conducted a study on classroom management, focused on
miscellaneous teaching strategies and the role of principals in the schools. He reviewed
students as individuals and his study focused on managing behavior, establishing rules,
and building positive relationships among students.
In the 1970s and 1980s, management research has shifted from exploring
individual teacher effectiveness to the general behavior of the classroom (Wilson,
2012). On teacher effectiveness, the role of significance in classroom management
research was established by Kounins’ Management Theory. His work has a great impact
on such management issues that how to become an effective manager (Good & Grouws,
1977).
In 2000, classroom management research has evolved. Researchers drop their
emphasis on exploring the highly qualified teachers having management abilities.
Expecting No Child Left Behind Act (2001) all aspects of teaching, including classroom
management. It includes every aspect of teaching, for instance, managing student
behavior, managing instructions, differentiated instructions, and managing learners'
progress. Teachers as classroom managers, it’s their responsibility not only to manage
students’ misbehavior but their academic development. (C. Evertson, 2007). There is a
great impact of highly effective teaching on students’ behavior but it cannot completely
eliminate disruptive behavior (Emmer & Stough, 2001), it can only be minimized by
effective instruction and management abilities that would increase the productivity of
students (National Comprehension Center for Teacher Quality, 2007).

Section 2
Classroom management and its significance
Students’ misbehavior badly affects positive learning environments; therefore,
teachers’ fundamental concern is managing students' behavior (Shin & Koh, 2007).
Through additional research, it is observed that teachers’ basic purpose is to make the
classroom a better and disciplined place for learning by controlling students' behavior.
According to Doyle (1986), the primary task of teaching is to establish discipline in the
classroom so that effective and efficient learning can occur. Educational environments
are changing day by day; therefore, classroom management is becoming a more critical
issue for instructors and administrators (Yaşar, 2008).
Classroom management and discipline were considered the same in previous
times, but many researchers thought both differed, meaning that classroom management
is much more than discipline (Yaşar, 2008). Classroom management has a more broad
concept than discipline, and classroom management deals with all the strategies that
teachers use to make productive learning for students (C. M. Evertson, Emmer, Sanford,
& Clements, 1983). Good and Brophy (2003) also claimed that discipline and classroom
management are different. Classroom management has multiple aspects, and discipline
is a part of it. Three elements are suggested by him, physical environment, teacher
preparation, and ways of lesson delivery.
Classroom management is an essential element to be considered in any
classroom, and it can intensify student achievement. A teacher is the classroom
manager; therefore, there is a double impact of teachers’ actions on the students’
progress (Marzano & Marzano, 2003). Enthusiastic teachers are those who have a sense
of high efficacy. Gordon (2001) analyzed that having practical classroom management
skills is the central issue. Teachers are not confident in it.
Section 3
Classroom Management Approaches
Three approaches to classroom management will be discussed in this section.
1. Interventionist
2. Noninterventionist
3. Interactionist

By reviewing multiple pieces of research, it is clearly understood that students’

unhealthy behavior can cause problems in managing the classroom. Teachers are
answerable for the student's achievement and the concept of classroom management is
directly associated with teachers as they are responsible for creating a safe and sound
environment for the learners (Rosas & West, 2009). Wolfgang and Glickman (1980)
have developed a model of classroom management as a continuum starting from
interventionist to noninterventionist and interactionist lies in between. These approaches
are discussed below:
Interventionist classroom management
Interventionist believes in modifying students’ behavior with consequences. Many
researchers have contributed to the understanding of interventionists in unique ways.
B.F skinner believed actions of individuals are followed by the consequences and
individual behavior are designed by consequences. Skinner stated, “Behaviorism is not
the science of human behavior; it is the philosophy of that science” (p.3). He believed, if
we want desired behavior reinforcement strategies can be used. Skinner (1974) wrote,
“Everything we know about operant conditioning is relevant to making behavior more
or less likely to occur upon a given occasion. This is the traditional field of rewards and
punishment, but much sharper distinctions can be made in taking advantage of what we
know about contingencies of reinforcement” (p.181). In operant conditioning desired
behavior is achieved through positive and negative reinforcement. Undesirable behavior
in the classroom can be controlled by the reinforcement strategies, positive and negative
reinforcement should be used according to need (Skinner, 1950).
Social learning theory was developed by Albert Bandura. (Bandura, 1993)
believed that individuals learn all behaviors (appropriate and inappropriate) from their
surroundings. They learn from each other. And students learn certain behaviors by
imitating their elders, teachers, parents, and class fellows. This theory has great
contribution in managing the classrooms. According to the theory, throughout life
people achieve self-control over their thoughts, feelings and actions by acquiring self-
efficacy. Bandura (1993) explained self-efficacy as the “beliefs in one’s capability to
organize and execute the courses of action required to manage prospective situations”
(p.10). He believed student learn by watching and imitating others. Bandura (2001) said
“Efficacy beliefs are the foundation of human agency. Unless people believe they can
produce desired results and forestall detrimental ones by their actions, they have little
incentive to act or to persevere in the face of difficulties”. Social learning theory is the
foundation for classroom management techniques. The theory explained how individual
adopt new behavior from the consequences of others (Sowell, 2013).
 Social method of classroom discipline was developed by Rudolf Dreikurs. He
did not believe in modifying behavior by punishment or reward, he believed in natural
logical consequences that can change behavior of learners. He believed encouragement
techniques can solve discipline issues (Sowell, 2013). Dreikurs (1991) believed
democratic classrooms should be organized for students. Teachers should develop warm
and friendly relationship with students. Teacher should be a role model for leaners,
students imitate their teachers so that teachers should perform well in front of them.
Teacher should create conducive and cooperative environment for learners so that
unhealthy behaviors can be controlled.
Reactive interventionist methods of discipline was promoted by Lee Canter.
Assertive discipline plans are designed by Lee and Marlene. Canter and Canter (1992)
also figured out that instructors are unsuccessful in managing the discipline issues of
learners. Assertive discipline plans are especially designed for the teachers so that they
can get guidance for classroom management and eliminate discipline issues (Sowell,
2013). Canter and Canter (1992) “Assertive teachers believe that a firm, teacher-in-
charge classroom is in the best interests of students. They believe that the students wish
to have their behavior directed by the teacher” (p.1). They recommended the positive
learning environment, and it can developed by friendly relationship between learners
and instructors. Instructors can increase the productivity of students by motivating them
and by polishing their potentials. They also believed that teacher should appreciate
students in front of everyone and criticize in private, this will enhance academic
achievement as well as control the behavioral issues. Successful instructors is the one
who is proactive and devoted to his/her job (Sowell, 2013).
Interventionist classroom management approach is very effective whereas it has
limitations too. For instance, it’s a reactive approach in general instead of proactive.
Churchward (2009) stated “Once a teacher gets caught in the reactive mode, classroom
problems seem to multiply” (p.1).

Noninterventionist classroom management approach

Noninterventionist approach is more constructive than interventionist approach.
It is a proactive approach rather than reactive. Noninterventionist plans before occurring
the behavioral issues in the classroom. This approach lead toward development of self-
discipline. Noninterventionist discuss rules for the classrooms, they also discuss how to
behave correctly in the classroom. (Erasmus, 2009). Reinforcement is the most helpful
tool in classroom management for managing discipline. For resolving bad behavior of
students, instructors should be proactive, they should praise and motivate learners,
empathy should be used (Ganly, 2017). But praise that is being used in the classroom
should be appropriate and effective (Kizlik, 2010). Wong and Wong (1998) listed four
characteristics of highly managed classroom in their book, “How to be an Effective
Teacher: The First Days of School”, “Students involved with their work, especially with
academic, even teacher-led instruction; students always know what is expected of them
and they tend to be successful; there is very little time off task such as wasted,
disruption, etc.; The classroom environment is work oriented along with being pleasant
and relaxed” (p. 86). Wong believed that students should be given assignments,
classroom rules should be decided before hand, teachers should be ready to handle very
situation, seating arrangements should be appropriate, they should be concept of
feedback (Wong & Wong, 1998).
Interactionist Classroom Management Approach
By combining interventionist approach and noninterventionist approach, we get
new approach that is called interactionist approach. William Glasser was main
contributor of this management technique. Reality theory and choice theory are two
theories on which Glasser’s beliefs are based. (Sowell, 2013). Choice theory is about
choices and opportunities for learners and instructors for understanding each other’s
actions and behavioral differences. Perceptions of student and teachers both are
important in choice theory. Teacher always tries to understand what student want, what
changes and accommodations are required for learners. Reality theory is also based on
choice theory. Glasser believed that an individual made their own choices. In classroom
management, reality theory give direction to students’ misbehavior. Conferences and
meetings are arranged for developing improvement plans for learners (Sowell, 2013).
According to (Ritter & Hancock, 2007) students learn from their fellows. They believe
in modifying learners’ behavior by reasonable and logical conditioning and
consequences. Glasser (1997) stated “Choice theory teaches that we are all driven by
four psychological needs embedded in our genes: the need to belong, the need for
power, the need for freedom, and the need for fun” (p.17). Many choice theory related
strategies are being used in the classrooms for instance, IM and BM technique. Both
theories believe in modifying behavior of individual by fulfilling their basic needs.
Teachers should give confidence and authority to students to evaluate their own
behavior and follow the improvement plans (Sowell, 2013). Lanoue (2009) stated that
interactionist is more effective than interventionist and noninterventionist for classroom
management.

Section 4
The School Principal
“Instructional leadership has long been advocated as a primary responsibility of
principals” (Reitzug, West, & Angel, 2008). Darling-Hammond, Meyerson, LaPointe,
and Orr (2009) described Principal as a facilitator and supervisor who work for
improvement of classroom management strategies and teaching learning method.
Principals are the one who “places a premium on instructional qualifications” (Darling-
Hammond et al., 2009). Darling-Hammond et al. (2009) believed that principal
perception has a direct impact on instructors’ teaching and indirect impact on learners.

Administrative Challenges
For enhancing management skills, beginning teachers try to get support from
principals, because dealing with behavioral issues are most challenging task for novice
teachers (Sowell, 2013). To manage learners having disruptive and unhealthy behavior
is a challenging task for both, principals and instructors (Kerr & Nelson, 1998).
Marzano and Marzano (2003) described classroom management as a top of the skills an
effective teacher could have. This is the reason classroom management become the
main focus while evaluating and training beginning teachers.
Principals’ Responsibility to Teacher Classroom Management
Role of principal is multifaceted. Principal’s effectiveness has a great impact on
student achievement and teachers’ instruction method (Davis, Darling-Hammond,
LaPointe, & Meyerson, 2005). Davis et al. (2005) stated “Principals play a vital role in
setting the direction for successful schools, but existing knowledge on the best ways to
prepare and develop highly qualified principals is sparse”. Principal should be
responsible and should have leadership qualities. However, principals have indirect
impact on students’ professional growth and achievements but have direct impact on
teachers’ professional training and instruction methods. Principal should be aware of
knowledge related to curriculum development. They should be well known with the
strategies and training that teachers required for their development (Blase & Blase,
2004). Principals indirectly affect the students’ academic progress therefore, it’s their
responsibility to facilitate instructor in every possible method. (Crone, Hawken, &
Horner, 2010) stated “The principal must spend significant amounts of time responding
to the teacher, parent, and student needs that accompany problem behavior” (p.3). A
teacher should follow all the required strategies of classroom management and should
be consistent throughout the career (Trussell, 2008). Principals and instructors both are
working as a team to enhance the productivity and to manage the behavior furthermore,
“To function effectively, these persons [teachers] need an adequate support system, a
consistent behavior management system, and a positive approach to behavior
management throughout the educational process” (Macciomei & Ruben, 1999). School
behavior management and classroom behavior management should be blended well. Its
principals’ responsibility to develop conducive environment in whole school. Marzano
and Marzano (2003) stated “The school establishes the overall environment in which
individual classrooms operate” (p.103).
Review of Research Studies Conducted in the International Context
This section reviews the findings of the study conducted in the international
context to explore… Searches in the local databases…yielded…studies. A review of
these studies is presented below.
Egeberg etal. (2018) studied what a students think about a teacher who is more
plausible to provide a healthy and growing atmosphere for students along with its
effects on classroom management. The findings regarding this study was that students
prefer studying with teachers who are responsible for creating a stable and comfortable
atmosphere in the classroom. Gaias, Johnson, Bottiani, Debnam & Bradshaw (2019)
examined how to control, anticipation, and responsiveness, supervision, constructive
behavior management, positive engagement, and cultural responsiveness which are used
by teachers in middle school classrooms. The conclusion regarding this one was that the
three levels of classroom management activities are high, medium, and low. Cultural
responsiveness may be seen as an accompaniment to other classroom management
skills.  Leckey etal. (2016) researched on students' disruptive, abusive, and offensive
behavior that has a negative impact on classroom management, as well as what possible
strategies can be used to address this problem. The research concluded that strategies, if
used by teachers, will produce great results even the most helpless schools by teaching
students to act well and cope with the bad atmosphere of the classroom. Ak & Gokdas
in 2021 conducted a research on assessing pre-service teachers' teaching experiences in
both a virtual classroom and a face-to-face teaching environment. It concluded that
majority of such teachers favored face-to-face teaching environments based on reasons
such as teacher-student interaction and eye contact. There was a substantial clash in
perceived motivation, perceived success, and perceived productivity for face-to-face
teaching experience.
Scherzinger & Wettstein, (2019) conducted another study with objectives of
investigating how instructors, people and outer observers observed disturbance of the
classroom along with the interrelationship of instructor, learner and classroom
management. This study proposed moderate agreement between outer observers and
learners’ rating but there was lack of affiliation between outside observers and rating of
class teachers. Substantial lack of agreement was found on disruption of classroom
management and a lack of correspondence in relation of learner and instructor was also
seen. Strelow, A. E., Dort, M., Schwinger, M., & Christiansen, H. (2021) investegated
the instructors and barriers related to the intention to apply CMS for pre-service
teachers are replaceable in a sample of in-service instructors. This study stated that the
path models are created in such a way that they explain variation in CMS purpose, and
it is found that similar variables are applicable to in-service teachers and pre-service.
The model that best explained variation in pre-service teachers' intentions to use
unsuccessful CMS which is also applicable for in-service teachers. A was conducted on
how preservice secondary school teachers perceive virtual reality and artificial
intelligence as tools for classroom management instruction by Attwood, A. I., Bruster,
B. G., & Bruster, B. G. (2020). It proposed that a similarity between the participants'
proclivity for learning extraverted group and introverted learning of students. The more
positively participants regarded virtual reality technology as a method for studying
classroom management, the more positively they viewed artificial intelligence.
Mouw, J. M., Fokkens-Bruinsma, M., & Verheij, G. J. (2020) studied the
perspectives of pre-service of 4 teachers and 6 school-based teacher educators on using
a learning of virtual reality environment for the improvement of classroom management
skills and establish teacher resilience.This concluded that pre-service instructors and
school-based teacher educators made familiar observations and recommendation for 5
types of themes that emerged changing. Saifi, I. L., Hussain, M., Salamat, L., & Bakht,
M. I. (2018) aimed at students' perceptions of university level classroom management to
look into the effect of classroom management on instructors' accomplishment, and to
make suggestions for the same. The study proposed that there were no major difference
between male and female students' views on classroom management. Classrooms
should have the most up-to-date technology and there must be transparency and strict
implementation of rules regulations and time schedule. George, I. N., Sakirudeen, A.
O., & Sunday, A. H. (2017) conducted a study with a focus on how to handle a
classroom effectively and how students perform academically. The study revealed that
in verbal teaching, supervision of corporal punishment instruction and authority
delegation, the students of senior secondary school vary significantly in academic
success.
Table 2.1: A summary table for international research studies

Research Participants, sample

Authors Aim Setting Major Findings
methods selection
This study aims to
evaluate what students
Community Students are more likely to work with
think about a teacher
 Mothers and Community (Australian a teacher who is responsible for
(Egeberg & who is more likely to
fathers (n= 45) (Australian institute institute for creating a stable and better atmosphere
McConney, provide a healthy and
Non-clinical for teaching Canberra) teaching in the classroom for effective
2018) supportive atmosphere
sample Australia Canberra) classroom management, according to
for students, as well as
Australia the results of this paper.
how this affects
classroom management.
  Examine how to
control, anticipation,
and responsiveness,
(Gaias, The three levels of classroom
supervision, person-
Johnson, management activities are high,
constructive behavior centered Maryland
Bottiani,  Middle-school medium, and low. Cultural
management, positive approach school district
Debnam, & teachers (n=103) responsiveness may be seen as a
engagement, and (quantitative USA
Bradshaw, complement to other classroom
cultural responsiveness approach)
2019) management techniques.
are used by teachers in
middle school
classrooms.
 This study discovered  Mixed  Community The results of this paper show that the
that students' disruptive, method (urban area strategies, if used by teachers, will
 (Leckey et al.,
abusive, and offensive evaluation  Teachers (n=217) school south- work wonders in even the most
2016)
behavior has a negative (quantitative west Ireland) vulnerable schools by teaching
impact on classroom and Europe students to act well and cope with the
 management, as well as
bad atmosphere of the classroom in
what strategies should
qualitative) order to deal with classroom
be used to address this
management issues.
problem.
The majority of pre-service teachers
 The aim of the study favoured face-to-face teaching
was to assess pre- environments for reasons such as
service teachers'   mixed teacher-student interaction and eye
 (Ak &  pre-service teachers
teaching experiences in research  Turkey contact.There was a substantial
Gökdaş, 2021) (n=40)
both a virtual classroom method difference in perceived motivation,
and a face-to-face perceived success, and perceived
teaching environment. productivity for face-to-face teaching
experience.
The objective of the The results showed different views for
study is to investigate all learners, teachers and observers.
how instructors, people Finding showed moderate agreement
and outer observers between outer observers and learners’
(Scherzinger & viewed disturbance of rating but there was lack of affiliation
questionnaire, students (n=1290)
Wettstein, the classroom. Switzerland, between outside observers and rating
survey method teachers (n=83)
2019) Researchers also want of class teachers. Lack of agreement
to investigate the was found on disruption of classroom
relationship of management. Also lack of
instructor, learner and correspondence in relation of learner
classroom management. and instructor.
The purpose of the Path models are created that greatly
(Strelow, Dort, research to investigate explain variation in CMS purpose, and
Qualitative
Schwinger, & the instructors and Teachers (n=599) it is found that similar variables are
research Germany
Christiansen, barriers related to the Online survey applicable to in-service teachers and
model analysis
2021) intention to apply CMS pre-service. The model that best
for preservice teachers explained variation in pre-service
 teachers' intentions to use
unsuccessful CMS also suits in-
are replaceable in a service teachers well. Further 2 path
sample of in-service analyses were held that contained
instructors. more predictors. Differences were
there between pre- and in-service
instructors..
The substantial correlations reveal an
intriguing trend that suggests a
This study looks at how
similarity between the participants'
preservice secondary
proclivity for learning extraverted
school teachers perceive
(Attwood, qualitative group and introverted learning of
virtual reality and preservice school
Bruster, & method United States students.
artificial intelligence as teachers (n = 41)
Bruster, 2020) survey method The more positively participants
tools for classroom
regarded virtual reality technology as
management
a method for studying classroom
instruction.
management, the more positively they
viewed artificial intelligence
The findings revealed that teachers are
using classroom management criteria
This study aims to find
for effective teaching and learning.
out the degree of online International
(Lathifah, The teachers are following rules and
classroom management analytical school in
Helmanto, & routines and managing online classes,
practices taking place in research Banten,
Maryani, 2020) they are also getting extra help from
the time of pandemic Indonesia
the parents. The research also gives
coronavirus.
suggestions to help teach better in
time of COVID 19.
(Saifi, Hussain, The study's key goals Quantitation It was found that there was no major
students (n=1800)
Salamat, & were to look into method survey lahore difference between male and female
randomly selected
Bakht, 2018) students' perceptions of method students' views on classroom
 management. More than half of the
university level students had excellent grades. The
classroom management lack of physical facilities, according to
to look into the effect of students, is a major issue in classroom
classroom management management.Missing physical
on instructors' facilities in classrooms should be
accomplishment, and to provided, according to the
make suggestions for recommendation. To support students,
improving classroom classrooms should have the most up-
management at the to-date technology.  There must be
university level. transparency and strict implementation
of rules regulations and time schedule.
The aim of this study The finding showed, in verbal
was to look at how to teaching, supervision of corporal
(George,
handle a classroom Akwa Ibom punishment instruction and authority
Sakirudeen, & survey design Students (n=200)
effectively and how State delegation, students of senior
Sunday, 2017)
students perform secondary school one vary
academically. significantly in academic success.
(Ellis, 2018) The objective of this qualitative teachers (n=10) Walden Open coding exposed three emergent
study was to investigate case study University themes from the data: classroom
instructors' perceptions Glasser’s management techniques, specific
of their classroom choice theory expectations, and professional growth.
management readiness A three-day professional development
and professional program was developed as a result,
development with the goal of increasing teachers'
opportunities that will knowledge of strategic classroom
guide them enhance management techniques and effective
their skills of classroom classroom organization. Current
management. project lead to positive change socially
by giving teachers different strategies
 for improving classroom management
skills.
The findings suggest that many
variables and circumstances affect
classroom management: teachers' self-
awareness and mindfulness, the
multicultural classroom, and so on.
Classroom management, lack of
understanding, knowledge of physical
The article examines and social background, laws,
(Postholm, Trondheim,
research on classroom article review teachers (n=10) relationships, and engagement,
2013) Norway
management. person-centered versus teacher-
centered classroom management.
According to the review article,
classroom management includes both
monitoring learning processes when
an exercise is in progress and creating
peace and quiet so students can focus
on their work.
(Mansor, Eng, The aim of the reserach case study Teacher (1) Malaysia. .As with the literature review, the
Rasul, is to analyze and define methodology school administrators findings are organized into three broad
Hamzah, & the attributes of an (4) colleagues (5) categories.The results support
Hamid, 2012) effective instructor who students (21) previous literature reviews on
teaches English as a effective teacher models whereas
second language to ten- additionally giving in-depth data on
year-old learners of what happens within the room,
different ethnicities, elucidating the sense of effective room
socioeconomic management even any.Six more
backgrounds, and multi- noteworthy qualities of a successful
level language skills, teacher were suggested.Despite the
 fact that these results are focused on a
single teacher, the systematic data
collection approach used justifies
them and warrants further
investigation.
Maye's Model of Learning Pedagogy
proposes a conceptual
suggested three stages of cooperation
model based on existing
architecture of in this architecture.The design was
virtual tools for
(Rufai, virtual more distended victimisation the
implementing strategies
Alebiosu, & classroom Yaba utilization Case diagram. the
of effective classroom
Adeakin, 2015) management utilization Case
management in a
model. diagram delineate the 3 principal
classroom of virtual
actors during a virtual schoolroom and
setting
the way discipline is
To find the impact of The result identifies that the teacher
teacher's behavior and has a great impact on behavior and
(Chandra, Interviews, Students (n=15) (urban area
methods on the motivation of students that ultimately
2015) questionnaire Teachers (n=60) Delhi) India
improvement of the determines the fate of the classroom
classroom management. management
The results showed a link between the
The study aim to tendency of participants towards
examine views of VR group learning of extroverted students
and AI preservice preservice secondary or individual learning approaches of
(Attwood et al., Survey
teachers of secondary school teachers (n = United States introverted learners. The more
2020) method
school also examining 41) participants are interested in virtual
their potential as tool of reality usage in classroom
classroom management. management they are favorable for
artificial intelligence.
(Ak & Gökdaş, The aim of this study is mixed Pre-Service Teachers Aydın Adnan For reasons such as teacher-student
2021) to look at pre-service research (n=40) Menderes interaction and eye contact, the
 teachers' teaching
method semi-
experiences in each a
structured University, majority of pre-service teachers
virtual schoolroom and
interviews and Turkey favored a face-to-face teaching setting.
a standard schoolroom
questionnaire.
setting.
The purpose of this
study was to visualize if When CMS is employed within the
the facilitators and room, attention deficit hyperactivity
barriers to the Quantitative disorder symptoms square measure
implementation of CMS Research reduced over the future. CMS is
(Strelow et al., supporting students online tool convertible to different students and
teachers (N = 599) Germany
2021) with attention deficit SoSciSurvey ends up in semi permanent resource
hyperactivity disorder was used to conservation by reducing teacher
that ar vital for pre- collect data employment and avoiding the repeat
service academics will of attention deficit hyperactivity
be replicated among in- disorder symptoms.
service instructors
Aimed at reviewing the
implementation,
procedures, and issues
qualitative
of classroom
research case
(Habibi, management in 2
study The research concluded into three
Mukminin, Indonesian high
approach Eight teachers of themes 1. Timing and scheduling 2.
Sofwan, & colleges from the point Indonesia.
focus group English Teaching standards, procedures and
Sulistiyo, of view of English
and rules 3. Climate of the classroom.
2017) lecturers, in accordance
document
with the foremost recent
review
Indonesian program,
that was revealed in
2013.
 The results showed a significant
purpose of this study is
relationship between gender variable
to analyze the locus of
Eastern and assertiveness. It was concluded
(Dinçyurek, control and level of Mixed model
Mediterranean assertiveness shows difference in
Çağlar, & assertiveness of learners Surveys students (n=400)
University, terms of gender. Results also showed
Silman, 2009) depending on method
Turkey males are less audacious than females.
completely different
variables.
The goal of this study
was to see whether
student achievement
varied based on the
The percent of students completing
teacher's instructional
three statewide reading, math, and English
and behavioral
causal certified teachers from elementary language arts assessments was
classroom management
(Sowell, 2013) comparative three elementary schools located comparable in interactionalist and
types, which were
design schools (n = 83) in northwest interventionist instructional
operationally described
Georgia. management classrooms, according to
as interventionist,
this report (ELA)
noninterventionist, and
interactionalist using
Martin and Sass' criteria
(2010).
Teachers were found to have
The objective of this insufficient classroom management
study was to look into Quantitative behaviors, For example, it was
(YILDIZ, the classroom Research Eskisehir city discovered that in a 40-minute lesson
classrooms (n=5)
2017) management and Observation centre cycle, teachers arriving late or
student achievement of forms finishing the lesson earlier than
primary school teachers. expected resulted in an average 8-
minute loss.
 According to the results, teacher-
interactionists build the best classroom
environment for both teachers and
students. Students' accomplishments
The goal of this study is were strongest when teachers used an
to investigate the interactionist approach, and lowest
relationship between when teachers used an interventionist
teachers' classroom approach. Teachers’ classroom
management styles management style is very
(interventionist, non- vital factor of effective instruction,
interventionist, and especially considering students’
interactionist), school accomplishment. The results of
(Djigic & classroom climate the study confirm the benefits of the
Quantitative school teachers
Stojiljkovic, satisfaction, and Serbia. interactionist approach of classroom
Research (n=273)
2011) students' school management over interventionist and
achievement. The study noninterventionist models. A teacher
also seeks to determine who uses an interactionist style
which classroom promotes interaction and collaboration
management style is in the classroom, respects students'
most commonly personalities, values their initiatives,
employed by primary desires, and needs, uses teaching
school teachers in strategies and resources that ensure
Serbia full participation of the entire class
during classes, plans exercises that are
well based on learning objectives, and
implements procedures to develop
constructive discipline.
(Collier-Meek, This paper seeks to Survey and Community According to the findings of this
Johnson, discover that teachers content Teachers (n=33) (Secondary report, teachers have difficulty
Sanetti, & are responsible for analysis school Boston) resolving issues relating to student
 developing courses and
curricula that provide a
brief description of the
skills needed to sustain
misbehavior. The tactics are often
classroom management.
Minami, 2019) US used to intervene in the academic
However, such abilities
curriculum's daily operation.
are diminishing among
teachers, and the
reasons for this are
discussed in this article.
The aim of this paper is
The findings indicate that teachers use
to investigate the Community
unnecessary tactics on students in
(Hepburn & reasons for the decline (Secondary
Survey Secondary school order to retain classroom control.
Beamish, in classroom school
analysis teachers (n=587) Excessive technological complexity is
2019) management as a result Melbourne)
also to blame for students'
of students' Australia
disengagement in the classroom.
disengagement.
The aim of this paper is
to recognize techniques Following a behavior management
and methods for de- Utilizing Community course that assisted them in
(Vergunst et escalating issues and simulation (urban area maintaining classroom management,
Students (n=63)
al., 2019) problems involving (qualitative school candidates were more likely to grasp
student behavior that method) Kentucky) US the strategies and methods to maintain
affects classroom their behavior in class.
management.
This study aims to Community This findings suggests that a variety of
Questionnaire,
identify the problems (Elementary approaches can be used to handle
semi- 34 pre service
(Macías, 2018) encountered in school classroom management skills and to
structured teachers10 supervisor
maintaining classroom Fayetteville) improve them, as well as a variety of
interviews
management and the USA techniques.
 solutions needed to
mitigate this impact.
The purpose of this
study is to determine
how instructors'
Community This paper investigates the heated
behavior and techniques
(Honkasilta, (urban area debates between students and teachers,
influence the Interview
Vehkakoski, & Students (n=53) school as well as how teachers' harsh
proficiency and study
Vehmas, 2016) Jyväskylä) classroom management practices
functioning of students'
Finland impact students' mental health.
mental health in
sustaining classroom
management.
The findings suggest that the efficacy
This study seeks to
of the teachers played major role in
determine the degree to
Community determining the efficiency of the
which teachers in rural
(Shoulders & Rural high school (rural area classroom management. Experienced
schools are able to Questionnaire
Krei, 2015) teachers (n=256) school teachers are more likeley to maintain
sustain classroom
Indiana) US the classroom managament. Whereas,
management and what
gender difference has no role in such
skills they possess.
circumstances
(Mouw, This study describes the Qualitative pre-service teachers University of The study suggested that VR a VR-
Fokkens- experience and notion Research (n=4) and teacher Groningen, environment for coaching CMS has
Bruinsma, & regarding the Design. Semi- educators (n=6) The the possibility to increase the
Verheij, 2020) application of computer structured Netherlands. indulging experience and transmit the
game learning interviews experience to real-life lecture rooms.
surroundings to were taken to
classroom management collect data.
skills and encourages
teacher flexibility of
pre-service teachers and
school teacher
educators.
Review of Research Studies Conducted in the Pakistani Context
This section reviews the findings of the study conducted in the Pakistani context
to explore… Searches in the local databases…yielded…studies. A review of these
studies is presented below.
Table 2.2: a summary table for research studies in the Pakistani context.
Participants,
Research Major
Authors Aim sample Setting
methods Findings
selection
The results
revealed that
novice
The aim of
teachers face
this research
many
was to look
difficulties in
upon the
their starting
classroom
periods of
management
time.sometime
issues that
administration
novice
helps new
teachers
teachers in
faced in
managing the
their first
classroom but
few years of
Novice most of the
(Saleem, teaching. In qualitative
teachers time
Muhammad, addition, research
(n=10) Pakistan administration
& Masood, this research Thematic
purposive does not help
2020b) looked at analysis
sample novice
the
teachers. The
administrati
analysis of the
ve help that
research found
novice
4 themes,
teachers got
supportive
from their
principal,
school
struggling
administrati
with
on in terms
workload,
of classroom
helping hands
management
and
.
responsive
administration
.
 (Khan, Shah,  The present  quantitative  teachers  Southern The results
& Ghazi, study set out method (n=280) Districts’ of showed that
2020) to students Khyber no
interrogate (n=1120) Pakhtunkh dissimilarity
the relation wa, was created
between Pakistan between the
teachers for male and
classroom female learner
management views
skills regarding
learners’ instructor’s
achievement classroom
 organization
skills. No
significant
variation
found among
them. Zero
dissimilarity
was created
of
between the
academics.
perspective of
urban and
rural learners’
concerning
classroom
management
skills of
teachers.
The results
tell us that
 The study's
ALA and
goals were
classroom
to seem into
engagement
the ALA of
has significant
university
medium
leaders and  mixed
correlation. A
lecturers, method
higher
 (Saeed & Ali, further on approach  teachers
 Pakistan relationship is
2019) live the parallel (n=967)
found between
correlation convergent
ALA and
between design
classroom
ALA and
management
classroom
in universities
engagement
of private
at the extent
sector than
university
public
universities.
 (Rasheed,  The study's  Quantitative  English  Pakistan The finding
Kamsin, & goal was to research language showed that
Abdullah, find out design teachers public school
2020) what (n=200) ELTs are far
techniques random behind than
English sampling private sector
teachers technique ELTs in using
used. This appropriate
was a classroom
comparative management
study of strategies.
English
language
teachers'
 classroom
management
techniques.
The major
findings of the
research
showed
highlights of
some future
The study
avenues.
aims to
Finding tells
explore the
us that in
comparison Grounding consumers
(Malik, shaping a
between on Social (n=460)
Azeem, & Islamabad brand of
veiled and Exchange Structural
Paracha, (Pakistan) customers’
un veiled Theory Equation
2020) loyalty
teaching (SET) Modeling
religious
faculties at
values plays a
university
vital role. And
level.
it establishes
theoretical
linkages
between
neglected
areas.
(Mangi, Shar, The aim of quantitative Business Karachi, The findings
& Jamali, the study is approach administrati Pakistan showed that
2020) to figure out causal in on faculty there is a
the effect of nature (n=142) positive
a instructors' stratified significant
personality random relation
and sampling between both
information teachers’
al leadership personality,
skills on the transformation
efficacy of al leadership
teachers in related to the
classroom efficacy of
management teachers in
, also classroom
determining management.
its
significant
attributes.
The
researcher
also tries to
analyse
causal
relationships
 among
them.
The result
shows that at
elementary
level
traditional
approaches
are most
suitable for
the classroom
management.
For managing
behaviour
teachers are
This study
utilizing
aims to
innovative and
explore the
traditional
approaches qualitative
teachers classroom
of classroom descriptive
(Akhter & (n=54) Islamabad approaches.
management in nature
Akhter) convenient (Pakistan) Positive and
utilized by thematic
sampling negative
teachers of analysis.
reinforcement
elementary
are also used
school in
for managing
Pakistan.
learner’s
behaviour.
The finding
shown that
traditional
approaches
are more
preferred as
lectures, direct
instruction,
passive
learning and
observations.
(Ahmad et al., This study descriptive government Khyber The revealed
2012) set out to research secondary Pakhtunkh result shows
investigate survey school wa, that deviant
the concern method. teachers (n= Pakistan behaviour of
of 100) students is the
government randomly major issue
teachers sampled faced in
about the classroom
issues and management.
concerns of There is a lack
classroom of planning
management from the
 teacher's side
which
decreases the
efficacy of
classroom
management.
Students are
at secondary
not involved
school.
in classroom
activities this
creates the
disruption in
classrooms
while learning
and teaching.
The result of
research
shows that for
the proactive
classroom
management,
teachers of
tertiary level
The study use discussion
aim to based and
analyse the behaviour
teachers
strategies of strategies. The
(n=10)
classroom study also
empirical, purposive
management reveals that
(A. Ali, 2021) qualitative sampling Pakistan
and lesson teachers go
research and cross
planning for through
sectional
english different steps
survey
teaching at for lesson
tertiary level planning for
in Pakistan. instance
setting
objectives,
presentation
stage,
production
stage and
stage of
practice.
(I. Ali, Jan, & Current Explanatory students Hyderabad, The
Khokhar, study is design (n=250) Sindh, researcher
2020) cause effect casual randomly Pakistan. found that
relationship, survey selected student’s
it aims to design. achievement
figure out and classroom
the affect of management
 have a neutral
relationship.
While
multiple
regression
analysis was
determined by
classroom
the effect of
management
the predictor
on student’s
variable of the
achievement
learner's
by analyzing
achievement.
classroom
Significant
management
predictor was
.
found for the
teacher
preparation
and record
management.
of learner’s
achievement.
This paper
aims to
The results of
explore the
this paper
effects of
showed that
the process Primary
the mentoring
of school
process is
mentoring teachers Community
Questionnair much crucial
(I. Ali et al., on the (n=47988) (Province of
e and for the
2020) teachers and District Punjab)
Interviews primary
their teachers Pakistan
teachers as it
evaluation educators
is effective in
of the (n=302)
maintaining
effectivenes
the classroom
s in the
management
classroom
management
Nawab etal. This paper Case study Teaching Community The study
(2017) (21) aims to approach ideas and (rural area finds out that
understand skills to school the teachers
the in- teachers Punjab) are not given
service Pakistan enough space
training of and time that
the teachers they can apply
and how their own
they use that strategies in
training in the classroom.
the Moreover,
classrooms teachers tend
with their to behave
 same as they
learn to
own behave during
strategies to the training
improve without
classroom applying their
management own skills for
classroom
management
This paper
The findings
aims to find
of this study
out the
elucidate that
perception
Mixed- most of the
of teachers
method Community teachers
about the
(quantitative (Semi- preffered the
classroom
(Ayebo & ), Open- Participants government rule-based
management
Assuah, 2017) ended (n=72) institute conceptions
and what
interview Lahore) and use of
skills a
questions Pakistan basic
teacher use
(qualitative) principles and
to maintain
rules for the
the
classroom
classroom
management
management
This paper
aim in
helping the
assesment of
the pre-
This study
service
finds out that
teachers that
the pre-service
are teaching
teachers has to
through Community
face a number
online Observation ( Private
(Abdullah, Teachers of difficulties
sources due al survey, sector
2020) (n=13) in maintaining
to new Interviews Punjab)
the classroom
mode of Pakistan
management
teaching
through online
style and
teaching
how thay
system
maintain the
classroom
management
by online
means
(Nadeem, This paper Random Principals Community The results
Farooqi, aims to find sampling (n=78) (Public deduced that
Shehzad, & the effect of technique Higher appraisal is
Ahmad, 2014) appraisal (quantitative Secondary very necessary
system of method), School, for a teacher
 to perform
effectively.
teachers in
Moreover, the
schools of
lack of
Pakistan and
appraisal by
how it has
Questionnair Punjab) the heads has
positive
e Pakistan caused severe
consequence
issues in the
s on
classroom
classroom
management
management
by the
teachers
The findings
of this study
helps to
understand the
various
problems that
This study
a novice
aims to find
teacher face.
out the
Some of them
experience
are adjusting
of a novice
Community with the
teacher into
(Dayan, Semi- Novice (Public environment
a preservice
Perveen, & structured teachers institute of the school,
teacher and
Khan, 2018) interviews (n=16) Peshawar) behavior and
how it has
Pakistan coping up
influence
with issues
and impact
related to the
on
classroom
classroom
management.
management
Number of
suggestions
are given in
this paper to
tackle with
such issues
(A. M. This study Mixed Teachers Community The study
Ahmed, 2019) set to find method (n=42) (Private reveals that a
the affect of approach institute professional
professional (quantitative Azad development
developmen and Jammu and proved to be
t on in qualitative) Kashmir) very efficient
service and Pakistan for the
pre service teachers in
teachers to category of
uphold the classroom
classroom management
management and
relationship of
 student
teacher.
This paper's
findings
suggest that
the teachers
This paper
should be well
emphasized
equipped with
on the
the training
detailed
Community and solutions
analysis of Survey
(Tahir, Iqbal, (Private should be
the method, Participants
& Qureshi, sector provided to
problems Questionnair (n=113)
2018) Faisalabad) them by the
that a new e, Interviews
Pakistan authorities to
teacher has
tackle with the
to face in
issues that the
classroom
beginner
management
teacher face
during
classroom
management
This paper The results
aims to deduced that
discuss the there is a
role of significant
emotional impact of
Community
(Asrar-ul- intelligence emotional
(Private
Haq, Anwar, on the Questionnair Teachers intelligence on
institute
& Hassan, teacher's e (n=166) teachers'
Punjab)
2017) performance performance
Pakistan
in Pakistan in Pakistan
to sustain which directly
the corelates with
classroom the classroom
managament management
(Shaukat, This study One way Participants Community The results of
Vishnumolak finds out the analysis of (n=372) (Public and this finding
ala, & Al relaltion variance Private showed that
Bustami, between the schools there was a
2019) self efficacy Pakistan) significant
and difference in
emotional the pre-service
intelligence and inservice
between the teacher's
preservice emotional
and intelligence
inservice and self
teachers for efficacy in
the Pakistan
classroom which needs
 to be
improved by
offering
various types
management
of courses to
in Pakistani
maintain the
schools
status quo of
classroom
management

The aim of
This paper
this study
finds out that
helps to find
the ratio of
the relation
sustainability
of
consciousness
sustainabilit
in Pakistani
y
Pre-service pre-service
(Kalsoom, consciousne Community
teachers teachers is
Khanam, & ss on Survey (Private
(n=2017) very low. In
Quraishi, preservice method school in
Students addition to
2017) teachers for Pakistan)
(n=154) that, this paper
the
also include
sustainable
number of
developmen
suggestions
t of the class
and future
for the
perspectives
classroom
for researcher
management
The result of
this
qualtitative
and
quantitative
This paper
study exhibits
aims to find
that there is a
the effect of Questionnair
positive
educational e,
response
course of Experimenta Community
among the
Nousheen student- l and (Secondary
Students students that
etal. (2020) teacher Controlled school
(n=287) were taught
(250) relationship groups KPK)
the
for the (qualitative Pakistan
educational
preservice and
course on
teachers on quantitative)
sustainable
classroom
development
management
between
teacher and
student on
classroom
management
 The findings
shows that the
This paper teachers that
aims to had a major in
figure out special
the affect education are
and less likely to
Male
influence of Community adapt
teachers
preservice (Public themselves for
(Sharma & Questionnair (n=73)
teacher on sector the inclusion
Sokal, 2015) e Female
the inclusion Karachi) of students as
teachers
of the Pakistan compared to
(n=121)
students and the teachers
how it who were
affects the preparing
classroom themselves to
management teach in the
mainstream
schools
This paper
This paper finds out that
emphasize the preservice
on the teachers are
importance more likely to
of training adapt the
of classroom authoritarian
management style in the
for classroom as
preservice taught in the
teachers that training
whether Survey Community course.
they tend to methadolog Preservice (Private Therefore,
Rizvi etal.
behave same y, teachers school they need to
(2015) (23)
as taught in Questionnair (n=65) Karachi) understand
the training e Pakistan that they
course in the should have
classroom or their own
they sense of
improvise teaching style
their own in addition to
style of the course
teaching taught during
with the training
training session for the
style classroom
management
(Shaukat, The Demographi Preserive Community The researcher
Sharma, & researcher c variable teachers of (Secondary concluded that
Furlonger, tries to method, Pakistan school of Australian
2013) examine the Questionnair (n=194) Pakistan preservice
 difference
between teachers are
pakistani pre less efficient
service in managing
teacher’s disable
attitude and students than
self efficacy pakistani
with preservice
Preservice
australian teachers.
teachers of and
preservice e Pakistani
Australia Australia)
teachers for preservice
(n=123)
the student teachers are
having more efficient
disabilities in handling
to manage the behaviour
the of students in
classroom classroom
management management.
.
The aim of
the current
study is to
figure out
The results
the major
illustrate that
issues that a
a novice
novice
teacher faces a
teacher
number of
caters in
problems
classroom
during their
management
Male Community starting days
.
(Saleem, teachers (Public and
Researchers
Muhammad, Interview (n=93) Elementary administration
also want to
& Masood, data Female School does not guide
investigate
2020a) teachers Lahore) the novice
whether
(n=143) Pakistan teachers in
there is any
managing the
importance
overcrowded
of
classrooms
administrati
and also
ve support
handling
in guiding
behaviour of
the novice
students.
teacher in
classroom
management
.
(M. Ahmed, The purpose Questionnair Teachers Community The finding of
Ambreen, & of the study e, Interviews (n=20) (Private the research
Hussain, is to figure school concluded a
2020) out before Lahore) teacher can
 use multiple
giving the methods to
professional manage
teaching classroom
assistance, management.
teaching Teaching
Pakistan
practice can practice
manage the before
classroom teaching
management professionally
or not. is one of
them.
The present
The researcher
paper wants
found that for
to
the
investigate
enhancement
the
of classroom
technology
Students of management
and role of
Private Community good
pedagogical Survey
school (Private and pedagogical
skills questionnair
(Asad, Pitaffi, (n=100) Public skills are
student’s e
& Zia, 2020) Students of school required. The
motivation (quantitative
Publich Ghotki) study also
and )
school Pakistan concluded that
classroom
(n=100) differences lie
management
between the
for both
pedagogical
private and
abilities both
public sector
private and
at secondary
public sector.
school level.
The present The results
study show that the
examines attitude of
the effect of teachers
attitude of influences
Community
teachers on classroom
(Early
classroom management.
Semi Childhood
Tahira etal. management Teachers It is also
structured Education
(2020) (4) of early (n=12) found that a
interviews School
childhood teacher's
Lahore)
education attitude has a
Pakistan
and also direct
aims to influence on
investigate student
its impact achievement
on students. and activities.
(A. Ali, 2021) This study Quantitative Respondents Community The results
investigate questionnair (n=250) (School of shows that
relationship e with a Hyderabad) neutral
 between
student’s
efficacy and
classroom relationship is
management present
. And casual between
depending survey Pakistan student’s
on this how design efficacy and
much classroom
learning management.
capabilities
are
improved.
The results
shows that for
the high
academic
scores of
school, good
relationship
was found
between
learner’s
The present
performance
study
and teacher’s
examines
practices.
the link
Secondary
between
school
activities
teachers
and quantitative
secondary practice
(Nisar, Khan, practices method
school moderate to
& Khan, managing Correlationa Pakistan
teachers (n= high level of
2019) classes l research
550) classroom
utilized by design
management
teachers of
practices.
secondary
Lowest scores
school and
was found for
academic
the teaching
achievement
methodology
of students.
and
management
of student
behaviour and
highest mean
score was
found for
managing
physical
resources.