The Relationship between Novice and Experienced Teachers' Self-Efficacy for Classroom Management and Students' Perceptions of their Teachers' Classroom Management

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.Boththe 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 werecompared, novice and experienced teachers were found to differ in their self-efficacy forclassroom management, but not in their efficacy for personal teaching and externalinfluences. Students did not distinguish between novice and experienced teachers’classroom management, viewing both positively. In order to improve teachers' efficacy for classroom management, in-servicetraining programs and regular meetings where teachers share their experiences can beheld. Teachers may also spare time for class discussions or administering questionnairesto their students to learn about their students' perceptions of their own teaching andclassroom management practices.

Keywords: Self-efficacy, classroom management, misbehavior, novice teachers, experienced teachers