Teachers’ Perspectives on Strategies for Effective Classroom Management: A Qualitative Inquiry

Abstract

Classroom is a place where students interact and socialize which is one of the major goals of education. Although, literature provides ample evidence regarding positive correlation between maximized students’ learning outcomes and effective classroom management. However, there are several issues and challenges that teachers face during classroom teaching which need to be addressed. This study aimed to explore effective strategies for classroom management at high schools. For this purpose, data were collected from 15 high school teachers in District Lower Dir, Khyber Pakhtunkhwa province of Pakistan. Using a case study approach, data were collected from the teachers through semi-structured interviews. Based on thematic analysis, the collected data were analyzed. The findings of the study discovered seven key strategies for effective classroom management such as setting rules and routines, developing student interest, acknowledging appropriate behaviour, building cooperative and friendly environment, proper seating arrangements, interactive teaching techniques and fostering sense of collaboration. The study has some generalizability limitations. Hence, further studies are recommended to validate these findings in another context.