Research Article
Learners’ Perceptions of Pre-Service Teachers’ Classroom Management Practices
Leonard Nkhata 
,
Asiana Banda,
Alex Simpande,
Jack Jumbe,
Alfred Zulu,
Allan Musonda
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Nkhata L, Banda A, Simpande A, Jumbe J, Zulu A, Musonda A. Learners’ perceptions of pre-service teachers’ classroom management practices. European J Ed Manage. 2023;6(3):153-165. doi: 10.12973/eujem.6.3.153
Nkhata, L., Banda, A., Simpande, A., Jumbe, J., Zulu, A., & Musonda, A. (2023). Learners’ perceptions of pre-service teachers’ classroom management practices. European Journal of Educational Management, 6(3), 153-165. https://doi.org/10.12973/eujem.6.3.153
Nkhata Leonard, Asiana Banda, Alex Simpande, Jack Jumbe, Alfred Zulu, and Allan Musonda. "Learners’ Perceptions of Pre-Service Teachers’ Classroom Management Practices ," European Journal of Educational Management 6, no. 3 (2023): 153-165. https://doi.org/10.12973/eujem.6.3.153
Nkhata, L Banda, A Simpande, A Jumbe, J Zulu, A & Musonda, 2023, 'Learners’ perceptions of pre-service teachers’ classroom management practices', European Journal of Educational Management, vol. 6, no. 3, pp. 153-165. Nkhata, Leonard et al. "Learners’ Perceptions of Pre-Service Teachers’ Classroom Management Practices." European Journal of Educational Management, vol. 6, no. 3, 2023, pp. 153-165, https://doi.org/10.12973/eujem.6.3.153.
Abstract
Studies conducted on learners rarely focus their investigations on learner perceptions of pre-service teachers’ classroom management practices. In response to the changing school environments, this study investigated learners’ perceptions of pre-service teachers’ classroom management practices. A survey design was adopted in which 550 grade 11 secondary school learners from eleven secondary schools in the Copperbelt Province in Zambia formed the sample. A Likert scale questionnaire was used to collect data which was analysed using SPSS and also through an iterative process. The study revealed that learners positively perceived pre-service teachers’ classroom management practices. This is indicated by pre-service teachers’ interest in learners’ welfare, possessing good personal qualities, ability to handle learners’ disruptive behaviours, ability to teach effectively, and ability to assess learners effectively. Using an independent samples t-test, it was concluded that there were no statistically significant gender differences in learners’ perceptions of pre-service teachers’ classroom management. Regardless of which institution pre-service teachers came from, learners had a positive impression of pre-service teachers in terms of learner discipline (60%), assessment of learners (66.3%), learner and pre-service-teacher relationship (64.7%), pre-service teachers’ ability to teach (54%), interest in learner welfare (58.5%), pre-service teachers’ personal characteristics (82.6%) and acceptance of pre-service teacher (46.9%).
Keywords: Classroom management, perceptions, pre-service, teaching practice.
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