Examining Pedagogical Challenges: Novice Teachers’ Classroom Management Experiences in Urban Public Elementary Schools

The purpose of this study was to develop an understanding of the classroom management challenges novice teachers experience in their first year of teaching. In addition, novice teachers experience challenges because of the differences they face in the theory they have studied and the actual class situation that they have to manage. For this purpose, a basic qualitative research design was employed, and in-depth semi-structured interviews were conducted with novice elementary-secondary school teachers using purposive sampling. The novice teachers who attained a degree in teacher education did their first job in public elementary schools in Lahore and had less than two years of experience, which was the sample of this study. It was found that the majority of the teachers opted for this profession by choice and were satisfied with their job. It was found that they have learned classroom management in teacher education programs, such as developing lesson plans, managing class routines and class rules, monitoring students’ work, and involving students through class participation and activities. The novice teachers developed class rules, prepared in class with content preparation and planned activities, established rapport with students, and roamed around students to monitor their learning. However, novice teachers faced challenges related to students’ behaviors because of high-class strength, unwillingness to learn, disruptive students, and frequent absenteeism from class. Novice teachers could be facilitated by providing support to address these challenges.