Preservice Science and Math Teachers' Difficulties in Disruptive Behavior and Class Management

This study investigated preservice science and mathematics teachers' perspectives regarding classroom management difficulties. It was carried out with two aims in mind: first, to determine the preservice science and mathematics teachers' attitudes and beliefs of classroom management, and second, to reveal their perceptions of classroom management difficulties. Analyses reveal that the reliability of the ABCC (the internal consistency of the subdimensions) ranges from 0.67 to 0.72. Preservice science and mathematics teachers were found as being less interventionist on three subscales of classroom management (Instructional Management, People Management, and Behavior Management). However, there were no differences between male and female preservice science and mathematics teachers' attitudes and beliefs on the ABCC subscales. It is interesting to note that regardless of gender, all participants had similar mean scores on the ABCC. This result may indicate that preservice science and mathematics teachers are not adequately trained for classroom management by their teacher education programs or during their 1.5-year school experience and teacher practice time at secondary schools and that the behaviors and situations that they experienced may influence their attitudes and beliefs, thus causing preservice science and mathematics teachers to become less interventionist. (Contains 3 tables.)