Classroom Management: A Challenging Part in Beginning English Teachers’ Career Entry Stage

Abstract

Classroom management is the vital professional content of successful professionalization of beginning teachers. This study explores the challenges beginning English teacher face in classroom management during early years of teaching career. Through survey method and using a valid questionnaire tool the required data was collected and then analyzed statistically using SPSS 16. A sample of beginning English teachers was carefully chosen through stratified sampling from 43 schools located in Faisalabad city, Pakistan. In total, 113 participants responded to questionnaires and 20 participated in the interviews. It was found that a large number of students in classes, variation in cognitive approach and mother tongue, adaptation to new teaching and learning techniques, and ineptness in using latest ICT based audio-visual aids are main challenges in classroom management that affect the ultimate performance of beginning English teachers. These issues require more attention to improve teachers’ performance. It is hoped that findings of this study would help beginning teachers and educationists in developing strategies to cope with classroom management challenges in the perspective professional socialization.