Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F25%3A00140820" target="_blank" >RIV/00216224:14410/25:00140820 - isvavai.cz</a>
Result on the web
<a href="https://doi.org/10.1002/berj.4166" target="_blank" >https://doi.org/10.1002/berj.4166</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1002/berj.4166" target="_blank" >10.1002/berj.4166</a>
Alternative languages
Result language
angličtina
Original language name
Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour
Original language description
Classroom behaviour management is a persistent and often overwhelming challenge for novice teachers; they face frequent disruptive behaviours that they struggle to resolve effectively, which harms both the teaching process and classroom climate. This study investigates the specific strategies novice teachers use to manage behaviour, detailing what they experience, how they respond, the time each intervention takes and its impact duration. Through videotaped observations and interviews, our findings reveal that novice teachers predominantly rely on reactive strategies, commonly teacher-directed, such as directives. In contrast, they rarely use proactive, student-centred approaches, such as explanations or support. Although the directive responses provide immediate but short-term results, the less frequently used responses demonstrate more promising, longer-term impacts on student behaviour. These findings highlight the need for teacher preparation programmes and institutional support in schools to emphasise responsive, student-centred communication strategies, focusing on proactive approaches and emotional regulation skills to help teachers respond thoughtfully rather than reactively. Such support can guide novice teachers in becoming more aware of their responses and using more effective strategies for sustainable behaviour management.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
BRITISH EDUCATIONAL RESEARCH JOURNAL
ISSN
0141-1926
e-ISSN
1469-3518
Volume of the periodical
51
Issue of the periodical within the volume
5
Country of publishing house
GB - UNITED KINGDOM
Number of pages
26
Pages from-to
2116-2141
UT code for WoS article
001459872800001
EID of the result in the Scopus database
2-s2.0-105001811705