Becoming an Effective Classroom Manager: Preservice Teachers’ Perceptions of their Classroom Management Education and Self-Efficacy Beliefs

  • Sharooj Binate Zahid MPhil Scholar, University of Management and Technology, Lahore
  • Yaar Muhammad Assistant Professor, Government College Women University, Sialkot
  • Yasira Waqar Assistant Professor, Syed Ahsan Ali and Syed Maratib Ali School of Education LUMS, Lahore
Keywords: Classroom Management, Pre-service Teachers; Phenomenology; Perceptions


It is very important that preservice teachers are provided an effective classroom management education so that they can develop the knowledge, attitude, and practices expected from an effective classroom manager. This study explores the preservice teachers’ perceptions of their classroom management education. This is a qualitative study using a hermeneutic phenomenology research design. Eleven participants from a private university were interviewed using a semi-structured interview tool. The findings suggest that preservice teachers are provided with multiple skills, from emotional support to moral reinforcement and diversity management, so that they can become skillful classroom managers. The significance of preservice teachers, their training, and different aspects of how a classroom should be, have been discussed in the research. Overall, it’s qualitative research, and it elaborates on preservice teachers’ perceptions of multiple domains of classroom management education in an education department.