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How to Cite
Support Needs of Novice Public-School Teachers for Effective Management of Elementary Level Classrooms in Lahore
Abstract
The purpose of this study was to develop an understanding of the support needs which novice teachers considered essential in their initial three years of service. A basic qualitative research design was used, and semi-structured interviews were conducted with a purposive sample comprising of 20 novice teachers who had less than three years of teaching experience at public-elementary schools in Lahore. The result of the study indicated that novice teachers considered that both principal and senior teachers should guide them. It was found that half of the interviewed teachers were satisfied with the support of the principal and senior teachers, whereas other half reported principal did not help them, and senior teachers were involved in leg-pulling. Most principals were co-operative, and novice teachers could discuss their classroom management challenges with them like student’s absence, behavioral challenges, cleanliness, and lack of interest of parents/over-involvement. Whereas some reported their principal did not listen to their challenges, and they could not discuss challenges with them. Most teachers received suggestions from principals such as keeping students involved, teaching slowly, and dealing with students’ behavioral challenges patiently.
Authors
Ayesha Saleem
Ph. D Scholar, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan
Dr. Yaar Muhammad
Assistant Professor, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan
Dr. Sajid Masood
Assistant Professor, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan
Keywords
Classroom Management, Novice Teachers, Public-Elementary Schools, Support Needs
