Classroom Management and Teaching Effectiveness of Novice Teachers

Abstract

Effective classroom management is a cornerstone of successful teaching, particularly for novice educators who are navigating the complexities of their profession. This study delves into the intricate relationship between classroom management techniques and teaching effectiveness among novice teachers at Dongguan Guangming School. Employing a comparative descriptive quantitative design, survey questionnaires were meticulously administered to high school teachers, offering a comprehensive exploration of variables and discerning changes across study groups. The findings of this study reveal a predominantly positive outlook on classroom management effectiveness among novice teachers. However, amidst the overall optimism, nuanced gaps in classroom management practices emerged, signaling areas ripe for improvement. These identified gaps underscore the necessity for proactive measures to enhance the existing system and fortify novice teachers' capacity to navigate the dynamic landscape of the classroom effectively. In response to these findings, a proposed program for the Development of Novice Teachers' Classroom Management Techniques is outlined. This program seeks to address the identified gaps by providing tailored support and resources to empower novice educators with the skills and strategies needed to navigate classroom dynamics successfully by cultivating a cohort of adept educators capable of fostering engaging and productive learning environments, nurturing a culture of continuous improvement and providing targeted support to educators, the school strives to create an environment conducive to student success and holistic development and empower novice teachers to thrive in their roles and cultivate enriching learning experiences for their students.