Literature Review

1. Classroom Management Strategies for Novice Teachers, By: Sima Sardar Hasan,
English Department- College of Education Salahaddin University, May 15, 2021
Abstract:
Classroom management strategies have a huge influence on teacher's skill and
performance, hence, it is important for novice teachers, who lack the experience in
the teaching field, to have knowledge in the strategies concerning classroom
problems and organization. Also, this paper reports the importance of these
strategies on the novice teachers' performance and understanding of the classroom
and the students. Therefore, a questionnaire was used to collect the data in College
of Education in Salahaddin University and it was given to the fourth-year students of
English major. The results showed that there are many strategies, such as student
motivation, lesson planning and re-establishing of disruptive behavior, that contribute
to the novice teachers` performance in the teaching process. Thus, it is necessary
for novice teachers to know classroom management strategies as they can adapt
these strategies in their teaching style.

2. Enhancing Effective Classroom Management in Schools: Structures for Changing

Teacher Behavior, by: Barbara S. Mitchell, Regina G. Hirn, and Timothy J. Lewis,
2017 Teacher Education Division of the Council for Exceptional Children, 2017
Abstract:
Effective classroom instructional and behavior management is essential to ensure
student academic and social success. Foundational strategies such as clear
expectations and routines, specific feedback, and high rates of opportunities to
respond have strong empirical support, yet are often missing from educator
repertoires. In this article, the authors provide a brief rationale for the inclusion of
evidence-based practices accompanied with recommended resources to identify
current and future practices. In addition, they also provide an overview of effective
in-service educator professional development, to ensure evidence-based practices
are implemented with fidelity, and recommended systemic strategies that schools
and school districts can adopt to support teacher learning. Implications for teacher
preparation programs also are discussed.

3. Beginning Teachers as Effective Classroom Managers: How are they? ... Managing?
Edwin G. Ralph, University of Saskatchewan, McGiIl Journal of Education, Vol. 29
No.2 (Spring 1994)
Abstract:
The results of a survey of the self-reported classroom management practices of 151
beginning teachers confirmed what previous research has repeatedly reported: (a)
that classroom management is vitally connected to effective teaching/learning; (h)
that novice teachers often find management to be challenging and/or difficult; and (c)
that they could have been better prepared to meet this challenge had the typical
"theory practice" gap between their preservice practicum and their first-year(s)
teaching been reduced. The author suggests ways to improve this link "between
practicum and practice," by means of a supervisory framework emphasizing the
contextual and developmental nature of effective teaching/learning.

4. Classroom Management Training, Teaching Experience and Gender: Do These

Variables Impact Teachers’ Attitudes and Beliefs Toward Classroom Management
Style?, Nancy K. Martin, Paper presented at the Annual Conference of the
Southwest Educational Research Association, Austin, TX., February, 2006.,
 Abstract:
This study represents a continuation of research efforts to further refine the Attitudes
and Beliefs on Classroom Control (ABCC) Inventory. The purposes of this study
were to investigate the: 1. impact of classroom management training on classroom
management style, 2. differences in attitudes toward classroom management
between novice and experienced teachers, and 3. differences between male and
female teachers’ beliefs toward classroom management. Data were collected on line
from a total of 163 participants via the Attitudes and Beliefs on Classroom Control
(ABCC) Inventory and a demographic questionnaire. Results revealed significant
differences between males and females and between novice and experienced
teachers on Instruction Management subscale scores. There were significant
differences regarding the People Management subscale scores between novice and
experienced teachers, and those with and those without training in classroom
management. Implications for future research and practice are discussed.

5. THE EFFECTS OF TEACHER PREPARATION PROGRAMS ON NOVICE

TEACHERS REGARDING CLASSROOM MANAGEMENT, ACADEMIC
PREPARATION, TIME MANAGEMENT AND SELF-EFFICACY, Dolores Carr ,
Liberty University, November, 2013
Abstract:
This study examines the national concern regarding types of teacher preparation
programs (traditional, alternative) and their effects on classroom management,
academic preparation, time management, and self-efficacy of novice teachers. What
are the decisions and influences that determine highly qualified teachers; can these
traits be learned? Does the type of training a teacher receives determine his/her
effectiveness? Who determines the standards for teacher preparation programs?
What are the challenges facing teacher preparation programs? Who will be
responsible for reform and improvement? A review of literature provides direction in
answering these questions. The findings uncovered that the type of teacher
preparation programs, traditional or alternative routes, does not play a role in the
effectiveness of classroom management. The causal-comparative research design
will identify the statistical significance of teacher preparation programs on classroom
management, academic preparation, perception of efficacy, and time management
by surveying novice teachers with one-five years of teaching experience.

6. Evaluating the Effectiveness of Novice Teacher Support Structures, Kitty B.

Warsame, Walden University, Walden Dissertations and Doctoral Studies Collection,
2011
Abstract:
Teachers are leaving their profession at alarming rates. As a result, retaining novice
teachers has become a major concern for policy makers, school districts,
administrators, and teaching staff throughout the United States. The purpose of the
study was to evaluate the effectiveness of novice teacher induction support
structures in a southwestern US state. The conceptual framework is based on
research examining teacher attrition; this study extends the research by examining
school-based and university-based programs. Research questions focused on the
perception of novice teachers regarding mentoring experiences at their certifying
universities and employing school districts. Three research questions examined
school district comprehensive induction support, certify university support induction
programs, and other support services that supported novice teachers’ decisions to
remain in the profession. This study used a sequential exploratory mixed methods
 design to gather data. Quantitative research analyzed survey responses through
descriptive statistics. Qualitative research utilized semi-structured interviews. Data
analysis involved coding and theme analysis. Results revealed strong school
support can compensate for the lack of university support, but strong university
support did not compensate for a lack of school support. Implications for social
change indicate the need for stronger school supports in induction programs for new
teachers. First-year teachers should be followed for a longer period of time to
understand difficulties they face as they grow into experienced teachers. This study
provided valuable data to identify types of school and university-based support that
may aid in the reduction of teacher attrition rates.

7. Kindergarten Teachers' Classroom Management Beliefs and Practices and Their

Implications on Students' Social and Academic Outcomes, Lauren D. Florin, Old
Dominion University, 2011

Abstract:
The purpose of this study was to utilize Baumrind's parenting style construct, with
early childhood educators, as classroom management styles by assessing the
proportion of classroom management styles of Virginia Association of Early
Childhood Education (VAECE) educators, and secondly to assess classroom
management beliefs and practices of among urban kindergarten teachers in addition
to examining whether those differing classroom management styles impacted
students' social and academic skills. The study investigated the proportion of
classroom management styles of VAECE educators using an online questionnaire
and used a case study approach with nine kindergarten teachers to better
understand the teachers' classroom management beliefs and practices with
interviews, self-report questionnaires, and observations. Students' academic skills
were measured using standardized literacy assessment scores and social skills
using teacher reports. Results revealed that all educators reported themselves to be
authoritative using the online questionnaire. Furthermore, the case study teachers
also all reported themselves to be authoritative in the interview and the
questionnaire; however, observations revealed seven teachers to be authoritative,
one to be authoritarian, and one to be negative directive, a newly created style.
Overall, the teachers understood their classroom management strategies and where
they originated from, and believed their styles to positively impact both their
students' social and academic skills, regardless of the style they utilized. The
classroom management styles did not show any statistical significance regarding
student outcomes; however, ranking the teachers based on their students' academic
and social skills did reveal authoritative teachers to have students' with higher social
skills but not academic skills. This study helped create a bridge in the literature for
the use of Baumrind's parenting styles to be used with early childhood teachers as
classroom management styles. Since Baumrind's parenting styles have been
studied for over forty years and are a foundation in the parenting literature, being
able to understand them from a teaching standpoint may help answer critical
questions regarding the impact of teachers on students.

8. Identifification of Effective Classroom Management Practices Among Teachers in

Elementary Special Education Computer-Use Classrooms, Stephanie L. Kenney,
Western Michigan University, June 1994

Abstract:
Increased use of microcomputers in elementary classrooms over the past decade
has generated interest in the degree to which computerassisted instruction (CAI)
 enhances teaching and learning (Collis, 1988; Cosden, Gerber, Semmel, Goldman,
& Semmel, 1987; Hanley, 1984; Kulik, Kulik, & Bangert-Drowns, 1985; MacArthur,
Haynes, & Malouf, 1986; Rieth, Bahr, Polsgrove, Okolo, & Eckert, 1987; Woodward
et al., 1986). Researchers suggest, however, that the impact of CAI depends, not
only on hardware and software, but on how computers are used within the
classroom contexts into which they are integrated (Bahr, 1991; Clark, 1983; Hanley,
1984; Sheingold, 1981). Student learning cannot be attributed solely to media, per
se, but to the quality of the teacher's instructional methods which may or may not
incorporate media (Hanley, 1984).

9. Classroom Management Self-Effifficacy and New Teacher Retention, Jenny

McDonough, Abilene Christian University, August 2019

Abstract:
Since 2014, new teacher retention rates have been declining in Volusia County
School District. Prior to 2015, the district experienced relatively stable retention rates
for all teachers and increasing retention rates for new teachers. However, between
2015-2016 and 2016-2017, new teacher retention decreased by 21%, indicating a
continued trend of teacher turnover. Volusia County School District focused a large
amount of resources on recruitment to fill the vacancies; however, leadership
recognized the need to look within the organization to improve teacher retention
rates. The purpose of this quantitative study was to determine to what extent
significant mean differences exist between new teachers who complete (a) the one-
day new teacher classroom management training, (b) the two-day new teacher
classroom management training, and (c) the online new teacher classroom
management training and their classroom management self-efficacy as measured by
the Classroom Management Self-Efficacy Beliefs Scale (CMSBS); and to determine
if the new teacher Classroom Management Self Efficacy (CMSE) from each of the
various trainings is correlated with new teacher retention intentions. Survey results
from 141 new teachers were analyzed using both a causal-comparative and a
correlational design to answer the research questions. The Kruskal Wallis test
showed there was a statistically significant difference classroom management self-
efficacy among the three training modes. The Pearson’s r results indicated a
statistically significant correlation between the CMSE om the new teachers who
attended the two-day classroom management training and their retention intentions.
No statistically significant correlation was found between the CMSE from the new
teachers who attended the other classroom management trainings and their
retention intentions.

10. Seeing the Tress For the Forest: An Analysis of Novice and Experienced Teachers'
Self-Efficacy and Stress, Allison Serceki, Chapman University, Chapman University
Digital Commons, August 2021

Abstract:
The purpose of this study was to better understand the relationship between novice
teachers’ context-specific self-efficacies and stresses and whether these constructs
differed from the self-efficacies and stresses of experienced teachers in middle
school and early high school. Novice teachers, or teachers in their first 5 years of
teaching, are most susceptible to attrition and turnover, which research indicated is
sometimes brought on by stress. Research also showed self-efficacy consistently
had a negative correlation to stress. This study used the second-hand dataset
obtained from the Teaching and Learning International Survey, focusing on 2560
responses obtained from teachers in the United States from 220 public and private
 schools during the 2018 school year. The findings indicated several differences
between novice teachers and their experienced coworkers. The findings indicated
workplace well-being and stress—a unique stress construct—was significantly
correlated with almost all context-specific efficacies: (a) classroom management, (b)
instruction, and (c) student engagement. Although the self-efficacy and stress
findings were consistent with the literature, other findings varied among novice and
experienced teachers and provided insight into other nuances such as gender and
the subject matter taught. These nuances call on future researchers to examine
these subgroups of teachers more thoroughly. A limitation of this study was its cross-
sectional data which limited the ability to draw inferences between novice teachers
and their more experienced peers.

11. Novice teachers’ classroom management self-efficacy beliefs, Türkay Nuri Tok
Şükran Tok, Journal of Human Sciences,

Abstract:
This study aims to determine novice teachers’ classrom management self efficacy
beliefs as well as the extent to which these beliefs change according to independent
variables. This research which aims to determine novice teachers’ classroom
management self-efficacy beliefs is survey type research. The participants of the
study are 85 novice teachers on duty in their first year in Hatay Province in Turkey.
Classroom Management Self-Efficacy Convictions Scale that is internally consistent
and valid in measuring classroom management self-efficacy beliefs of prospective
teachers devised by Çetin (2013) was used in the study. There is not any statistically
significant difference in terms of school of graduation and classroom management
efficacy belief and result expectation sub-dimension. There is not any statistically
significant difference in classroom management efficacy belief and result expectation
sub-dimension. In terms of gender, there is not any statistically significant difference
in the result expectation sub-dimension but there is a statistically significant
difference in classroom management efficacy belief. Male novice teachers have
higher level of classroom management efficacy beliefs than female novice teachers.

12. The First Five Years: Novice Teacher Beliefs, Experiences, and Commitment to the
Profession, Heather Ann Michel, UNIVERSITY OF CALIFORNIA, SAN DIEGO, 2013

Abstract:
Novice teacher attrition is a valid concern for public education. Some studies have
found that 40-50% of novice teachers will leave the profession before they reach
their fifth year of teaching. Previous literature states that novice teachers leave
because of job dissatisfaction, school conditions and feeling ineffective with their
students. This study uses a mixed methods design to explore novice teacher
commitment by examining four novice teacher domains: teacher beliefs, pre and
early teaching experiences, feelings of effectiveness and community context. Three
research questions were created to guide this exploration: (1) what are novice
teacher beliefs about teaching and how do they relate to feelings of effectiveness
and school context? (2) What are novice teachers’ pre and early teaching
experiences and what is their relationship to teacher beliefs and feelings of
effectiveness? And (3) how do novice teachers talk about their commitment to the
profession and is their commitment related to their beliefs or experiences?
Ecocultural theory and the efficacy construct were utilized to better understand how
novice teachers develop feelings of effectiveness and how the teaching context
affects the aforementioned novice teacher domains. The mixed methods approach
included three key data sources: a teacher survey, semi-structured interviews, and
 school documents. All three sources were analyzed looking for common patterns
among data points. Qualitative and quantitative findings indicate that teaching
context is of principal importance and serves as a mediator between the novice
teacher and her beliefs, feelings of effectiveness, and commitment to the teaching
profession. Additionally, qualitative analysis indicated that novice teachers are more
likely to remain in the profession past their first five years if given probationary or
permanent status and the appropriate school structural supports. Among the most
critical structural supports are protected collaboration time, administrative support,
and support staff support. Recommendations include providing novice teachers wit
weekly protected collaboration time, creating positive interactions between novice
teachers and their administration, and supplying novice teachers with school support
staff. These recommendations all support the novice teacher in their feelings of
effectiveness in the classroom and subsequent commitment to the teaching
profession.

13. Predicting and Perceiving Teacher Effectiveness of Novice Teachers, Kristen

Carlson, Dissertations, Theses, and Projects, July 2020

Abstract:
“What makes a good teacher” is a question that many people interested in education
try to answer, whether they are school administrators, education faculty, parents of a
K-12 student, or politicians. For several decades, policy makers have been
searching for ways to measure teacher effectiveness, primarily through student
standardized assessments. Recently, there has been a resurgence of interested
educators and education researchers who are working to find alternative ways to
measure teacher effectiveness instead of relying solely on the individual students’
standardized assessment scores. This study sought to predict novice teacher
effectiveness through performance assessment and to determine how novice
teachers perceive teacher effectiveness. This study utilized quantitative assessment
from existing data sets of a midsized, Midwestern university’s teacher preparation
program. Data were collected during the participants’ student teaching experience
through the external, licensure assessment edTPA. Further data were collected
through the Common Metrics Exit, Transition to Teaching and Supervisor Surveys at
the completion of the participants’ teacher preparation program and at the end of the
first year of teaching. These quantitative data sets were analyzed for a four-year
time period using correlation factor analysis.

14. Relationship Between Novice Teacher Well-Being, High-Stakes Testing Stress, and
Intent to Leave, Laura Elizabeth Dawes Baker Walden University, Walden
Dissertations and Doctoral Studies Collection, 2020

Abstract:
Standardized tests are considered high stress because consequences such as loss
of certification and replacement of school staff affect teacher morale and self-
efficacy. The purpose of this concurrent complementarity mixed-methods study was
to examine the relationship between novice teachers’ high-stakes test stress, their
well-being, and their intent to return to school the next year. The concepts of teacher
stress and teacher well-being provided the conceptual framework for the study.
Twenty-five teachers participated in a survey measuring their well-being and high-
stakes test stress level. Eight of those teachers also participated in individual phone
interviews. Results of the quantitative (Pearson correlations) and qualitative (coded
and themed interviews) data analyses were complementary. Quantitative findings
showed that as teachers’ perception of school connectedness increased, so did their
 stress related to high-stakes testing. This unexpected finding was supported by the
qualitative data that showed that the school environment, not the students’ test
scores, caused the stress. The findings may be used to promote positive social
change by policymakers and administrators to provide better training for novice
teachers, thereby increasing their retention and creating an optimal educational
environment for students.

15. NOVICE, RURAL NEW YORK STATE TEACHER PERCEPTIONS OF THEIR

CLASSROOM MANAGEMENT AND HOW THESE PERCEPTIONS AFFECT THEIR
JOB SATISFACTION AND RETENTION, Shawn M. Bielicki, Liberty University,
October 2014

Abstract:
This qualitative phenomenological inquiry listened to the voices of five novice
teachers from a rural area in New York about their encounters with classroom
management and their perceptions of job satisfaction and retention. Data were
triangulated through the use of four audio recordings, an online focus group
featuring two online discussion board topics and two online discussion board replies,
and two individual phone interviews per participant. Data analysis resulted in nine
emerged themes. Findings indicated that participants felt (a) experience was
necessary to succeed; (b) issues with classroom management are part of the job; (c)
approaches to classroom management were unique to the individual; (d) teachers
rely on each other for support; (e) classroom management was linked to job
satisfaction; (f) dealing with disruptive students was emotionally taxing; (g) teachers
love to teach; (h) teachers are resilient and desire to stay in the profession; and (i)
teachers would welcome additional practical classroom management training.
Implications highlighted the need for additional teacher training, the development of
a peer network, and support for teachers dealing with the emotional aspect of the
job. Suggestions for future research are provided.

16. Beginning Teachers' Perceptions of Their Novice Year of Teaching, Rebecca

Bingham Rees, Utah State University, May 2015

Abstract:
This qualitative study was an investigation of first-year teachers who completed their
teacher preparation program at a large, land-grant university in the west. It explored
teachers’ perceptions of their first teaching year centered around the questions of
challenges and successes they had encountered, whether they felt prepared for their
first year by their teacher preparation program, in what areas would they have liked
more instruction during their teacher preparation program, and if they felt able to
implement developmentally appropriate practices (DAP) within their classroom.
Study findings indicated three main areas remarked on by teachers: creating and
implementing instruction and assessment; experiences of teachers; and classroom
organization, management, and procedures. All of the teachers within the study had
comments within the area of creating and implementing instruction and assessment.
About 46% of the comments within this theme referred to whether teachers felt able
to implement DAP in their classrooms. Almost 77% of teachers reported that they
were able to implement DAP within their classrooms. Fourteen of the teachers had
comments coded within the theme of experience. Almost 68% of those comments
fell within the subtheme of student teaching experience. Over half of the teachers
expressed satisfaction with their student teaching experience. Fourteen teachers
also commented within the theme of classroom organization, management, and
procedures. About 73% of those comments were coded within the subtheme of
 classroom management. Teachers reported feeling both successful and challenged
within this theme, and it was also identified as an area they would have liked more
instruction in during their teacher preparation programs. Five less prominent themes
were also delineated: special education, teacher intrinsic qualities, teacher
characteristics, child and classroom characteristics, and parent and family issues.
Study findings demonstrated, as well, that most teachers felt prepared for their first
year of teaching by their teacher preparation program. The majority of teachers
began their first teaching in a public-school setting, and participants were teaching
students ranging from pre-school to first grade. Limitations, implications, and
suggestions for future research are discussed.

17. Novice Teachers and Their Acquisition of Work-Related Information, Kyoung-Ae Kim
Korea Advanced Institute of Science and Technology & Gene L. Roth Northern
Illinois University, Current Issues in Education Vol. 14 No. 1, 2011

Abstract:
This qualitative case study explores types of work-related information that novice
teachers seek out and learn that is related to their daily work tasks. Eighteen
experienced K-6 teachers offer their reflections about the dynamics of seeking and
interpreting work-related information during their initial years of teaching. In-depth
interviews were used to ask participants to reflect on their pathways of finding an
using work-related information when they were novice teachers. The participants
described nuances of their school settings that provided catalysts and barriers to
gaining and using work-related information.

18. Assessing Teachers Using Philippine Standards for Teachers, EMEJIDIO C. GEPILA
JR., College of Education, Polytechnic University of the Philippines, Philippines
Research Management Office, Polytechnic University of the Philippines, Universal
Journal of Educational Research, 2020

Abstract:
Teachers are catalysts of national development. With them, the nation is able to
produce and develop learners, who may lead the country to development and
progress. Enhancing teachers’ quality and upholding quality teaching standards,
therefore, should be given utmost importance for the long term and sustainable
nation building. In the case of the Philippines, teachers’ competence is assessed
through Philippine Professional Standards for Teachers (PPST), a new framework
that was adopted from its former paradigm, National Competency-Based Teacher
Standards (NCBTS) through DepEd Order no. 42, s. 2017. This paper investigates
the teaching competence of 160 teachers from Southern Luzon in the light of the
tenets of PPST. Through the descriptive and quantitative method of data gathering, a
researcher-made questionnaire following the Likert Scale was employed to collate
the respondents’ lived experiences relative to the seven domains of PPST. The
investigation revealed that most of them assessed themselves as highly proficient in
managing the learning environment and proficient only in coping up with learners’
diversity. Hence, there is an identified gap in terms of the teachers’ needs to improve
learners’ diversity management. Through the domains of the PPST, in sum, they
considered themselves as proficient only. As a result, continued personal and
institutional efforts are highly recommended to help teachers improve their
competence in the profession and eventually the community at large.
19. Efficacy Beliefs of Beginning Hispanic Teachers and The Organizational Health of
Schools in a South Texas School District, Gisela S. Saenz University of Texas-Pan
American, May 2013

Abstract:
This quantitative study examined the relationship between teachers’ sense of
efficacy and school organizational health. Teachers’ sense of efficacy was measured
using three dimensions of teacher efficacy: efficacy in student engagement, efficacy
in instructional strategies, and efficacy in classroom management. Organizational
health was measured using dimensions of school health for elementary, middle, and
high school including: academic emphasis, institutional integrity, collegial leadership,
resource influence, teacher affiliation, morale, principal influence, resource support,
consideration, and initiating structure. The sample consisted of 498 beginning
Hispanic teachers with one to five years of teaching experience. The sample
included, 255 elementary, 126 middle school, and 117 high school teachers from one
school district with a student population that was 99% Hispanic and 96%
economically disadvantaged. Regression analyses were used to examine
relationships among variables. The study found that the organizational health of
elementary, middle, and high schools predicted teachers’ sense of efficacy.
Specifically, beginning Hispanic teachers in elementary, middle, and high schools felt
efficacious in schools with a strong academic emphasis defined by a quest for
academic excellence with high, but achievable academic goals.