Teacher Candidate Beliefs About Classroom Management and Their Career Plans

• In Event: Moscone Center North Roundtable Session 3
  In Roundtable Session: Understanding Classroom Management Through Perceptions and Scenarios

Abstract

This quantitative study explores respondents’ beliefs from a pilot teacher preparation completer survey. We conduct an exploratory factor analysis to identify the pedagogical beliefs about classroom management, literacy and assessment instruction, self-efficacy of teacher skills, and school preferences. Then, we run a latent profile analysis on classroom management survey items to identify classes of individuals around this key pedagogical skill. Finally, we use ordinal logistic regression to predict for teacher candidates’ career plans for teaching and education as mitigated by their demographic characteristic beliefs. Results indicate that despite various classroom management classes, demographic characteristics of ethnicity and marriage were the most prominent predictors of career plans. Findings have implications for recruitment and curriculum redesign within teacher preparation

Authors

• Alexandra Foran, Texas A&M University - College Station

• Andrew Kwok, Texas A&M University - College Station