Teacher Self-Efficacy in Classroom Management Amongst Novice Middle School Teachers

There is a lack of research pertaining to classroom management solely related to self-efficacy. This dissertation seeks to contribute to the field of literature and understand what support, if any is being offered to pre-service teachers and novice teachers in the area of classroom management. Rooted in Bandura’s (1997) Social Cognitive Theory, this dissertation examines how novice middle school teachers demonstrate teacher self-efficacy in classroom management, and how the teachers achieved their level of teacher self-efficacy in classroom management. Using a blind survey and face-to-face interview, participants demonstrated self-efficacy in classroom management by focusing on routine and procedures within their classroom. Participants also reported peers as a main source of information for classroom management strategies. The results also showed how classroom discipline concerns decreased as the teaching experience of the participants increased. Based on participant responses, there are minimal opportunities for pre-service teachers to learn classroom management and put the strategies into effect. Once the individual becomes an in-service teacher, there seem to be more opportunities presented, but the information is acquired mostly from peers or through trial and error experiences