Classroom management of pre-service and beginning teachers: From dispositions to performance

Year 2021, Volume: 5 Issue: 2, 339 - 363, 31.12.2021

Robin Junker Bernadette Gold Manfred Holodynski

Abstract

Classroom management is a central aspect of effective teaching. It is related to student motivation and learning achievement. Unfortunately, pre-service and beginning teachers lack on classroom management competence. Therefore, this study aims to find out, which classroom management facets pre-service and beginning teachers struggle with and how they are associated with each other. Professional knowledge, self-efficacy, professional vision, and performance of 206 pre-service and beginning teachers were measured. As a result, medium to high levels of classroom management competence were found. Although self-efficacy and knowledge were partially associated with professional vision, professional vision was not significantly related to performance. Implications for further research on classroom management are discussed.

Keywords

Classroom management, professional vision, performance, self-efficacy

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