Preservice and In-Service Teachers' Perceptions of Competency in Classroom Management: A Mixed-Methods Comparison

• In Event: Poster Session 3
  In Poster Session: Division K Section 5 Poster Session

Abstract

Much of the current research indicates what is missing in many teaching programs is not exposure to classroom management, but the lack of opportunity to develop competence in implementing individually preferred classroom management strategies. This research intended to understand current classroom management practice in the local area and establish relative levels of classroom management competency. Using a mixed-methods, a survey was created and administered to 76 preservice teachers and 268 inservice teachers. With the complexity of classroom management, gathering quantitative and qualitative data would provide two data sources. What emerged was a fairly traditional perspective of classroom management where those who educate continue to think of classroom management in the context of teacher desired student behavior.

Authors

• Christopher J. Meidl, Duquesne University

• Tynisha Meidl, Saint Norbert College

• Margaret-Mary Sulentic Dowell, Louisiana State University - Baton Rouge