- Tuesday, February 2, 2016
- The Challenge of Classroom Leadership and Management Facing Newly Appointed Teachers
- Published at:American Journal of Educational Research, 2016, Vol. 4, No. 2A, 25-29
Abstract This study aims at exploring the problem of classroom management—as a facet of teacher leadership—facing newly appointed teachers in Palestine’s public schools. Its main purpose is to determine the relationship of attitudes and behaviors, as well as other study variables such as gender and academic qualification, to classroom management for newly appointed teachers. To achieve this, the researcher used a 14-item questionnaire distributed among a sample of 30 male and female teachers randomly selected from a cohort of 150 of newly appointed teachers in the West Bank governorate of Qabatia. The study was conducted during the first semester of the scholastic year 2014 – 2015. In collecting and analyzing the data necessary for the study, the researcher used different statistical procedures such as means, frequencies, and independent t-test. The findings indicate a low competency level of 53.7% in classroom management skills among newly appointed teachers. In the light of this finding, the study recommends the inclusion of class management theory and practice in the syllabus of the practicum courses for all courses in pre-service teacher education. Likewise, the study recommends that school principals, with support from district leadership, provide newly appointed teachers with structured, systematic induction and mentoring by experienced teachers who can model effective classroom leadership.