Classroom management strategies employed by novice teachers in secondary schools in the Oshana region in Namibia
| dc.contributor.author | Angula, Elina N. | |
| dc.date.accessioned | 2020-09-25T07:22:59Z | |
| dc.date.available | 2020-09-25T07:22:59Z | |
| dc.date.issued | 2019 | |
| dc.description | A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Leadership, Management & Policy Studies) | en_US |
| dc.description.abstract | This study sought to investigate the classroom management strategies employed by novice teachers in Oshana Educational Region to ensure classroom discipline. The study was informed by the following major questions: (a) What are the views and background knowledge of novice teachers in Oshana Educational Region with regard to classroom management strategies? (b) What challenges are faced by novice teachers in Oshana Educational Region when managing learners in their classrooms? (c) What strategies can novice teachers use to maintain good classroom behaviour? (d) How can novice teachers be supported in order to manage learners in their classrooms effectively? To answer the main research question, a qualitative research methodology was used to gather respondents’ views and perspectives. Data were collected using interview and observation schedules. Ten novice teachers were selected from five secondary schools in Oshana Educational Region to take part in the study. All respondents were interviewed and, in addition, classroom observations of three respondents were done. Content analysis was used to analyse the interviews and classroom observation notes. The study revealed that classroom management is a challenge for novice teachers especially at the early stages of their careers. Novice teachers found it difficult to manage the behaviour of learners in their classrooms. It was also found that there are several classroom management strategies but their effectiveness is not guaranteed in maintaining discipline. The study further revealed that novice teachers do not receive adequate support both from their experienced colleagues and from the Ministry of Education, Arts and Culture (MoEAC). In light of the above, it is recommended that novice teachers should be supported by their colleagues and by the MoEAC. Furthermore, it is recommended that school policies on behaviour management of learners be formulated and implemented, and that universities should pay close attention to the area of classroom management. Another recommendation is that learners should be exposed to workshops that focus on classroom behaviour. The study also suggests further research on classroom discipline. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/2880 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Classroom management | en_US |
| dc.subject | Novice teachers | en_US |
| dc.title | Classroom management strategies employed by novice teachers in secondary schools in the Oshana region in Namibia | en_US |
| dc.type | Thesis | en_US |