The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers

Abstract

This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than beginning teachers while interacting with students when making decisions. Investigating the previous studies, researchers were able to discover that there is certain path teachers follow through their career. While preservice teachers prefer non-interventionism (minimum teacher control), they support interactionism (shared control) during internship and early career years, and finally they prefer to choose complete teacher control when they become experienced teachers.