Date of Conferral
2018
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Timothy E. Lafferty
Abstract
Undesirable student behaviors can disrupt classroom activities and can prevent instruction from taking place. At a local middle school, teachers lacked effective classroom management strategies to address undesirable student behaviors that impeded their abilities to instruct students. The purpose of this study was to explore teachers' perceptions about their classroom management preparation and to investigate professional development opportunities that may strengthen their skills in classroom management. Glasser's choice theory was used in this qualitative case study to explore perceptions of 10 teachers. The research questions focused on teachers' perceptions and experiences with effective classroom management practices, their perceptions of administrators' classroom management expectations, and professional development opportunities that may enhance teachers' classroom management skills. Findings from the data were collected with semistructured interviews, online journals, and document analysis. Three emergent themes were identified from the data through open coding; they involved classroom management strategies, a clear expectations, and professional development. The findings were validated through triangulation and member checking. The resulting project consisted of a 3-day professional development program designed to increase teachers' knowledge of proactive classroom management approaches and effective ways to organize classrooms. The project contributes to positive social change by providing teachers with the strategies to improve classroom management skills. Improved classroom management skills may lead to classroom environments that allow all students to learn without disruptions.
Recommended Citation
Ellis, Leslie, "Teachers' Perceptions about Classroom Management Preparedness" (2018). Walden Dissertations and Doctoral Studies. 4849.
https://scholarworks.waldenu.edu/dissertations/4849
