A proposed vision for Activating the role of the new Teacher in Classroom Management in the light of Contemporary Educational Trends

Abstract

The study aimed to reveal the reality of the novice teacher’s practice of his/her roles in the light of contemporary trends in education, and the revelation of the differences between the United Nations Relief and Works Agency (UNRWA) school principals’ estimates of the reality of the novice teacher’s practice of his/her roles in classroom management in the light of contemporary educational trends, and proposing a framework of the role of the novice teacher in classroom management in the light of contemporary trends in education. To achieve the objectives of the study, the researcher used the analytical-descriptive and the formative approach. The main study tool was a questionnaire consisting of (45) items distributed among four domains representing the roles of the novice teacher in classroom management in the light of contemporary trends in education. These are lesson planning and implementation, controlling students’ behavior, the organization of the educational environment, the provocation of motivation, and the development of thinking. The questionnaire was applied on a sample of (160) male and female principals who were selected using a random-stratified sample, representing (60%) of the total number of male and female (UNRWA) school principals in Gaza governorates. The study came up with a group of findings, the most important of which were that the novice teacher’s practice of his/her roles in classroom management in the light of contemporary educational trends from the viewpoint of (UNRWA) school principals was (69.046%). The domain of educational environment organization was ranked first with a percentage weight of (72.626% ), followed by the domain of controlling students' behavior with a percentage weight of (70.25%), then the field of lesson planning and implementation which was ranked third with a percentage weight of (69.97%), and last was ranked the domain of motivation provocation and the development of thinking with a percentage weight of (63.44%). The study showed that there were statistically significant differences at the level of significance (α ≤ 0.05) between the (UNRWA) school principals’ estimates of the novice teacher’s practice of his/her roles in classroom management in the light of contemporary trends in education due to the variable of gender, and these differences in favor females. There were no statistically significant differences attributed to the variables of the educational stage, academic qualification, governorate, and years of experience. In light of the findings, the researcher designed a proposed framework including four main goals for activating the role of the novice teacher in classroom management in the light of contemporary educational trends. The study recommended the necessity of raising the level of cooperation between experienced teachers and novice ones. It also recommended that the faculties of education should pay more attention to classroom management courses.