Challenges Faced by Novice Public College Teachers Regarding Classroom Management

Abstract

The purpose of this study was to explore the challenges of novice public college teachers regarding classroom management and to know the strategies they adopted to manage classrooms. The study was qualitative. A basic qualitative research design was used. The data was collected through semi-structured interviews. By using the purposive sampling technique, 15 novice teachers who had six months of teaching experience were selected as a sample of the study. The result of this study showed that novice teachers face challenges such as dealing with individual differences, motivating students, dealing with uninterested students, and time management. It was found that the majority of the teachers use a variety of instructional methods including questioning techniques, activity-based learning, and discussion. The study concluded that providing teachers’ training, administrative support of senior staff, and learning with time could help teachers to manage their class effectively.