Learners' Perceptions of Pre-Service Teachers' Classroom Management Practices

Autor/inn/en	Nkhata, Leonard; Banda, Asiana; Simpande, Alex; Jumbe, Jack; Zulu, Alfred; Musonda, Allan
Titel	Learners' Perceptions of Pre-Service Teachers' Classroom Management Practices
Quelle	In: European Journal of Educational Management, 6 (2023) 3, S.153-165 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nkhata, Leonard) ORCID (Banda, Asiana) ORCID (Simpande, Alex) ORCID (Zulu, Alfred) ORCID (Musonda, Allan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Attitudes; Classroom Techniques; Preservice Teachers; Teacher Education Programs; Grade 11; Secondary School Students; Foreign Countries; Gender Differences; Well Being; Teacher Student Relationship; Likert Scales; Zambia + Suchen Sie Ihr Suchwort? Schülerverhalten; Klassenführung; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; Ausland; Geschlechterkonflikt; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Likert-Skala; Sambia
Abstract	Studies conducted on learners rarely focus their investigations on learner perceptions of pre-service teachers' classroom management practices. In response to the changing school environments, this study investigated learners' perceptions of preservice teachers' classroom management practices. A survey design was adopted in which 550 grade 11 secondary school learners from eleven secondary schools in the Copperbelt Province in Zambia formed the sample. A Likert scale questionnaire was used to collect data which was analysed using SPSS and also through an iterative process. The study revealed that learners positively perceived pre-service teachers' classroom management practices. This is indicated by pre-service teachers' interest in learners' welfare, possessing good personal qualities, ability to handle learners' disruptive behaviours, ability to teach effectively, and ability to assess learners effectively. Using an independent samples t-test, it was concluded that there were no statistically significant gender differences in learners' perceptions of pre-service teachers' classroom management. Regardless of which institution preservice teachers came from, learners had a positive impression of pre-service teachers in terms of learner discipline (60%), assessment of learners (66.3%), learner and pre-service-teacher relationship (64.7%), pre-service teachers' ability to teach (54%), interest in learner welfare (58.5%), pre-service teachers' personal characteristics (82.6%) and acceptance of pre-service teacher (46.9%). (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01