International Journal of Applied Educational Studies

In the current climate of accountability in the United States, teachers must provide a classroom environment that supports academic achievement. Historically, teachers have ranked classroom management as one of their major concerns. Poor classroom management interferes with teaching and learning, and often results in teachers transferring to other schools or leaving the profession. This study investigated preservice and inservice teachers’ beliefs on classroom management in order to determine if there was a difference in beliefs. The study reviewed survey data compiled from all Ohio’s teacher training institutes of higher education who participated in a statewide Teacher Quality Partnership (TQP) study. For the purpose of this study, statements on beliefs and perceptions regarding classroom behavior management followed by the participants’ rating of statements concerning their own classroom management were disaggregated. Results of this study indicated that both preservice and inservice teacher participants were confident in managing classroom behaviors. However, significant differences in the beliefs of the two sample populations existed. The discrepancy in the beliefs of preservice and inservice teachers indicated that teacher education programs should provide a stronger focus on effective classroom management strategies to effectively redirect students who become disruptive.

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