Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

BRITISH EDUCATIONAL RESEARCH JOURNAL

ISSN

0141-1926

e-ISSN

1469-3518

Svazek periodika

51

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

26

Strana od-do

2116-2141

Kód UT WoS článku

001459872800001

EID výsledku v databázi Scopus

2-s2.0-105001811705