List of Literature Review

1.Effectively Managing Classroom: A Case Study of Four Novice Elementary

Teachers in Private Schools
Researcher: A. Saleem, Yaar Muhammad, Malahat Siddiqui
Publisher: Global Social Sciences Review, 2021
Abstract
This study explored the lived experiences of novice elementary school teachers with
respect to classroom management. This study used a phenomenological case study
research design. Four novice elementary school teachers struggling with classroom
management were selected from private elementary schools in Lahore. Semi-structured
interviews were conducted to elicit the lived experiences of the participants. All
interviews were audio-recorded and later transcribed for conducting a qualitative
content analysis of the data. The analysis revealed that novice teachers faced various
challenges in managing their class and used multiple pedagogical techniques to handle
day-to-day classroom issues. Usually, a new teacher is highly dependent on the support
and help from the school management; irony, however, is that they seldom receive any.
This study contributes to contextual knowledge related to the issues and needs of
novice private elementary school teachers at the start of their careers.
Summary
The study explores the challenges faced by novice elementary school teachers in
private schools with classroom management, highlighting their reliance on pedagogical
techniques and lack of support from school management, contributing to the
understanding of their needs at the start of their careers.
Main findings
Novice elementary school teachers face challenges in managing their classrooms, use
various pedagogical techniques to address issues, and often lack the support they need
from school management.
Theoretical framework
Phenomenology
2. Classroom Management Needs of Novice Teachers
Researcher: Melissa K. Shank, Lilia Santiague
Publisher: he Clearing House: A Journal of Educational Strategies, Issues and Ideas,
2021
Abstract:
Despite decades of research in classroom management, issues contributing to novice
teachers feeling unprepared to manage classrooms have not been fully explored.
Teachers reported uncertainty with classroom management practices and requested
clear expectations and additional support in classroom management (Cooper et al.
2018; Mireles-Rios, Becchio, and Roshandel 2019). This study’s purpose was to
describe how feelings of unpreparedness were shaped by teacher preparation in
classroom management including suggestions for teachers and teacher mentors.
Constructivism, social constructivism, and instructional scaffolding showed that active
learning and practice with gradually reduced support increased classroom management
autonomy (Bruner 2009; Piaget 1932; Vygotsky 1978). The qualitative descriptive case
study utilized interviews with eight novice teachers from the California Bay Area and an
analysis of transcripts and course descriptions to describe classroom management
needs. Findings identified a lack of practical approaches, poor preparation for
behavioral issues, and minimal evidence-based classroom management training.
Researchers suggested actionable solutions for teachers and teacher mentors.
Summary:
The paper explores the challenges novice teachers face in classroom management,
emphasizing the need for clearer expectations, additional support, and better
preparation, with actionable solutions proposed for teachers and mentors.
Main findings
Novice teachers lack practical approaches for classroom management, feel poorly
prepared to handle behavioral issues, and receive minimal evidence-based training.
Theoretical framework
Constructivism, social constructivism, and instructional scaffolding
3. Beginning Teachers and Classroom Management: Questions from Practice,
Answers from Research
Researcher: Edwin G. Ralph teaches at the University of Saskatchewan, Saskatoon,
Canada.
Publisher: Middle School Journal Volume 25, 1993
Abstract:
Room, reflects a recurring concern about class room management reported by teachers
at the middle years level — particularly by novices in the profession. The critical
challenge is often how to deal effectively with pupils labelled as "difficult," "disruptive," or
"disinterested" (Borich, 1992; Ralph, 1982). Ryan (1992), for instance, refers to one
recent survey which indicates that 83% of beginning teachers report problems with
student discipline. Moreover, for the last 23 years, the annual Gallup /Phi Delta Kappa
Poll of the U.S. public's views toward schooling has consistently shown that lack of pupil
discipline, violence in schools, and substance abuse have been rated as the most
serious problems in public schools (Elam, Rose, & Gallup, 1992). The purpose of this
article is to answer five critical questions concerning classroom management often
posed by neophyte teachers. The responses to the questions form a set of useful
principles supporting proactive classroom management that offers a practical framework
for novice teachers to consider as they analyze and construct their own practices in the
field. This framework is not intended to be a prescriptive list of routine procedures to
master, but rather it is a description of research-based management practices that
educators may add to their personal knowledge base. Effective teachers will reflect
upon this knowledge base as they make decisions related to organizing students'
learning activities for unique contexts (Darling-Hammond & Sclan, 1992). In this
discussion, the term effective when linked with teaching, instruction, or management is
used interchangeably with other descriptors, such as: good, veteran, experienced,
successful, professional, competent, exemplary, sound, skillful, expert, or productive.
Some authors, however, distinguish among such adjectives when analyzing the
concepts and skills involved (Brandt, 1986).
Summary
The paper addresses the recurring concern of classroom management among teachers,
particularly novices, by providing answers to critical questions and offering principles for
proactive classroom management.
Main findings
The main findings of the study focus on providing responses to critical questions
concerning classroom management for novice teachers, offering a practical framework
based on research-based management practices.
Theoretical framework
Research-based management practices.
4. Transformational classroom management: a study of novice teachers who are
effective classroom managers
Researcher: C. Bruckmann
Publisher: Dissertation (Ed.D., Educational Leadership) -- California State University,
Sacramento, 2012.
Abstract:
Novice teachers who are effective classroom managers use tools.
Main findings
Effective novice teachers use transformational classroom management practices, which
can lead to improved student outcomes and reduced teacher attrition rates.
Theoretical framework
Not applicable (the abstract does not provide any specific theoretical framework or
foundational concepts)

5. Classroom Management: Help for the Beginning Secondary School Teacher

Researcher: A. Palumbo, Joseph Sanacore
Education
Publisher: The Clearing House: A Journal of Educational Strategies, Issues and Ideas,
Published 1 November 2007
Abstract:
Classroom management is only one important factor that can make the journey more
successful for both students and teachers.
Main findings
Beginning secondary school teachers require support and suggestions for classroom
management, student engagement, and motivation are crucial for their success.
Theoretical framework
Not applicable (the abstract does not explicitly mention a theoretical framework or
foundational concepts)
6. Effective Classroom Management: A Primer for Practicing Professionals
Researcher: Richard F. Bowman
Publisher: Published 1 November 1983, Education, The Clearing House
Abstract:
Beginning teachers often appear initially overwhelmed by the rigor required to master
comprehensive approaches to discipline. developing effective classroom management
is a deceptively difficult skill. A stable of seasoned techniques and strategies is
characteristically required to meet the on-going demands of life in the classroom.
Beginning teachers, however, often appear initially overwhelmed by the rigor required to
master comprehensive approaches to discipline. Additionally, they frequently appear
unprepared by their past experience to react reflectively in the face of conflicting or
contradictory research findings (9). Yet the need for survival skills in disciplining
becomes acute early in one's teaching experience. This awareness was etched
poignantly by a student teacher recently when he observed:
Main findings
Developing effective classroom management is challenging and requires a variety of
techniques and strategies. Beginning teachers may feel overwhelmed by the demands
of mastering discipline. Survival skills in disciplining become crucial early in a teacher's
career.
Theoretical framework
Not mentioned

7. The Relationship between Novice and Experienced Teachers’ Self-Efficacy for

Classroom Management and Students’ Perceptions of their Teachers’ Classroom
Management
Researcher: S. Shohani, Akbar Azizifar, Ayad Kamalvand
Publisher: Published 2014, Education, Research on Humanities and Social Sciences
Abstract:
This study investigates the effect of teachers ‘self-efficacy on classroom management
and students’ perceptions of their teachers ‘classroom management. The study involves
18 novice and 18 experienced English teachers teaching at Ilam high schools and their
120 students from March to September of 2014.Data were collected through two
questionnaires. Both the teacher and student questionnaires consist of 36 Likert scale
items. To analyze the data, t-tests were applied. The results revealed that teachers
have high efficacy for classroom management. When the two groups were compared,
novice and experienced teachers were found to differ in their self-efficacy for classroom
management, but not in their efficacy for personal teaching and external influences.
Students did not distinguish between novice and experienced teachers ‘classroom
management, viewing both positively. In order to improve teachers' efficacy for
classroom management, in-service training programs and regular meetings where
teachers share their experiences can beheld. Teachers may also spare time for class
discussions or administering questionnaires to their students to learn about their
students' perceptions of their own teaching and classroom management practices.
Keywords: Self-efficacy, classroom management, misbehavior, novice teachers,
experienced teachers
Main findings
- Teachers, both novice and experienced, have high efficacy for classroom
management.
- There is a difference in self-efficacy for classroom management between novice and
experienced teachers.
- Students perceive both novice and experienced teachers' classroom management
positively.
Theoretical framework
Self-efficacy, classroom management

8. The Strategies of Novice Teachers’ in the Large Class Management

Researcher: A. Anindya, Ajeng Putri Nur Anisa, Akmal, Universitas Ahmad Dahlan
Publisher: VOL 3 NO 2 (2020): EDUVELOP: JOURNAL OF ENGLISH EDUCATION
AND DEVELOPMENT
Abstract:
Novice Teachers, Strategies, Large Class. This research reports which aimed to analyze
strategies of novice teachers used in the large classroom management. This work is a
comprehensive case study covering all teachers who play an important role in their
classroom management. The case study on this research focused on Junior High
School novice teachers in Yogyakarta. The researcher choose this school because it
has large class that can support the researcher in collecting the data. The subject of this
research consists of five novice teachers. The data was gathered through observation
and interview. This study indicated the perspectives of the novice teachers in large
classroom. The result showed that the teachers mostly divide or organize the students
by grouping them, monitoring them to check students’ work and to keep the class calm,
give them positive punishment to students who misbehave, and using some teaching
Main findings
Novice teachers use various strategies to manage large classrooms effectively,
including grouping students, monitoring their work, giving positive punishment, seeking
help from counseling teachers, and using interactive teaching methods to keep students
engaged in the learning process.
Theoretical framework
Role of teachers in education, classroom management, and student development.

9. Classroom Management Challenges and Administrative Support in Elementary

Schools: Experiences of Novice Public-School Teachers
Researcher: A. Saleem, Yaar Muhammad, Sajid Masood,
Publisher: Open Access Journal, Article Processing Charges" from Volume 7 Issue 1
(June 2024).
Abstract:
The purpose of this study was to explore classroom management challenges that
novice teachers experienced in their early years of profession. Moreover, this study
explored the administrative support novice teachers received from school administration
concerning classroom management. We drew on interview data to explore novice
teachers' experiences who had less than three years of experience during their first job
in public elementary schools. The data were collected through semi-structured
interviews with a purposive sample of ten novice teachers. Thematic analysis was used
to analyze the experiences of novice teachers. The analysis came up with four themes:
Responsive administration, helping hands, struggling with workload, and supportive
principal. The study's findings revealed that most of the teachers faced over-crowded
classes and a high workload in their initial time. Most of the teachers had received
support from the administration; however, the administration was helpless regarding
many challenges that the novice teachers faced in their early years. Many
administrators did not help the novice teachers’ deal with over-crowded classrooms, the
extra workload in the form of periods per week, and the management of students'
behaviors.
Main findings
Novice teachers faced challenges of over-crowded classes and high workload, with
inadequate support from administrators in managing these issues.
Theoretical framework
Not mentioned