Understanding Urban Teachers’ Perceptions for Professional Development in Classroom Management

Abstract

114 school teachers from two urban schools participated in an online survey focusing on classroom management skills. Results were analyzed using a mixed method approach. Teachers reported confidence in general classroom management skills. Hierarchical regression results indicated significant gender difference in favor of female teachers and positive correlations between perceived value of professional development (PD) and teacher confidence in general classroom management, addressing specific challenging behaviors, and motivating learners. Furthermore, the teachers favored face-to-face methods as compared to web-based options. Implications for developing an understanding of teacher manageability to provide PD experiences to improve day-to-day classroom management practice are discussed.