Title

Student Teachers' Perceptions of Classroom Management

Date of Award

2003

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

First Advisor

Johnny R. Purvis

Advisor Department

Educational Leadership and School Counseling

Abstract

The purpose of this study was to investigate student teachers' perceptions of the effectiveness of classroom management preparation in their teacher education programs (TEPs) and to determine if those perceptions vary according to student teaching placement settings and secondary and elementary student teaching level. This study looked at classroom management as a holistic practice, which included all elements of teacher preparation. The following hypotheses were tested using paired t-tests and Multiple Analysis of Variance (MANOVA) and interview questions: (1) Student teachers perceptions will change about the effectiveness of their teacher education programs between the administration of the pre survey and the post-survey. (2) Student teachers' perceptions of the effectiveness of their teacher education programs will differ according to different student teaching placement settings (rural, urban, or suburban). (3) Student teachers' perceptions of the effectiveness of their teacher education programs will differ according to placements in secondary or elementary student teaching levels. The following question was answered using Crosstabulations: Is classroom management training a primary concern for student teachers in evaluating TEPs effectiveness? The results revealed that student teachers perceived that they had not been prepared effectively in "lesson planning" before their first student teaching experience, but their opinions changed mid way their assignments. In addition, the results revealed that student teacher perceived that they had been adequately prepared in "teaching methods" before their first student teaching experience, but their perceptions changed after being on their first assignments to reflect a positive disposition toward preparation. The hypothesis that student teachers' perceptions of the effectiveness of their teacher education programs will differ according to different student teaching placement settings (rural, urban, or suburban) was rejected. Also, the hypothesis that student teachers' perceptions of the effectiveness of their teacher education programs will differ according to placements in secondary or elementary student teaching levels was rejected. According to the data collected, classroom management training is a primary concern for student teachers in evaluating TEPs effectiveness.