Novice teachers' classroom behaviour management: Situations,
responses and impact on student behaviour

J 2025

Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour

KARASOVA, Jirina a Jan NEHYBA

Základní údaje

Originální název

Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour

Autoři

KARASOVA, Jirina a Jan NEHYBA

Vydání

BRITISH EDUCATIONAL RESEARCH JOURNAL, HOBOKEN, WILEY, 2025, 0141-1926

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.100 v roce 2024

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14410/25:00140820

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

challenging behaviour; classroom management; communication strategies; proactive; reactive; responsive; student-centred

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 6. 2. 2026 13:21, Mgr. Daniela Marcollová

Anotace

V originále

Classroom behaviour management is a persistent and often overwhelming challenge for novice teachers; they face frequent disruptive behaviours that they struggle to resolve effectively, which harms both the teaching process and classroom climate. This study investigates the specific strategies novice teachers use to manage behaviour, detailing what they experience, how they respond, the time each intervention takes and its impact duration. Through videotaped observations and interviews, our findings reveal that novice teachers predominantly rely on reactive strategies, commonly teacher-directed, such as directives. In contrast, they rarely use proactive, student-centred approaches, such as explanations or support. Although the directive responses provide immediate but short-term results, the less frequently used responses demonstrate more promising, longer-term impacts on student behaviour. These findings highlight the need for teacher preparation programmes and institutional support in schools to emphasise responsive, student-centred communication strategies, focusing on proactive approaches and emotional regulation skills to help teachers respond thoughtfully rather than reactively. Such support can guide novice teachers in becoming more aware of their responses and using more effective strategies for sustainable behaviour management.

Citovat

KARASOVA, Jirina a Jan NEHYBA. Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour. BRITISH EDUCATIONAL RESEARCH JOURNAL. HOBOKEN: WILEY, 2025, roč. 51, č. 5, s. 2116-2141. ISSN 0141-1926. Dostupné z: https://doi.org/10.1002/berj.4166.

@article{2483635,
   author = {Karasova, Jirina and Nehyba, Jan},
   article_location = {HOBOKEN},
   article_number = {5},
   doi = {https://doi.org/10.1002/berj.4166},
   keywords = {challenging behaviour; classroom management; communication strategies; proactive; reactive; responsive; student-centred},
   language = {eng},
   issn = {0141-1926},
   journal = {BRITISH EDUCATIONAL RESEARCH JOURNAL},
   title = {Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour},
   url = {https://doi.org/10.1002/berj.4166},
   volume = {51},
   year = {2025}
}

TY  - JOUR
ID  - 2483635
AU  - Karasova, Jirina - Nehyba, Jan
PY  - 2025
TI  - Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour
JF  - BRITISH EDUCATIONAL RESEARCH JOURNAL
VL  - 51
IS  - 5
SP  - 2116-2141
EP  - 2116-2141
PB  - WILEY
SN  - 01411926
KW  - challenging behaviour
KW  - classroom management
KW  - communication strategies
KW  - proactive
KW  - reactive
KW  - responsive
KW  - student-centred
UR  - https://doi.org/10.1002/berj.4166
N2  - Classroom behaviour management is a persistent and often overwhelming challenge for novice teachers; they face frequent disruptive behaviours that they struggle to resolve effectively, which harms both the teaching process and classroom climate. This study investigates the specific strategies novice teachers use to manage behaviour, detailing what they experience, how they respond, the time each intervention takes and its impact duration. Through videotaped observations and interviews, our findings reveal that novice teachers predominantly rely on reactive strategies, commonly teacher-directed, such as directives. In contrast, they rarely use proactive, student-centred approaches, such as explanations or support. Although the directive responses provide immediate but short-term results, the less frequently used responses demonstrate more promising, longer-term impacts on student behaviour. These findings highlight the need for teacher preparation programmes and institutional support in schools to emphasise responsive, student-centred communication strategies, focusing on proactive approaches and emotional regulation skills to help teachers respond thoughtfully rather than reactively. Such support can guide novice teachers in becoming more aware of their responses and using more effective strategies for sustainable behaviour management.
ER  -

KARASOVA, Jirina a Jan NEHYBA. Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour. \textit{BRITISH EDUCATIONAL RESEARCH JOURNAL}. HOBOKEN: WILEY, 2025, roč.~51, č.~5, s.~2116-2141. ISSN~0141-1926. Dostupné z: https://doi.org/10.1002/berj.4166.

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