Keywords
How to Cite
Abstract
The aim of this study was to reveal perspectives of novice EFL (English as a Foreign
Language) teachers in Turkey on classroom management. This qualitative study
employed phenomenological research design. Data were collected through written
interviews including twenty-four open-ended questions from twenty EFL teachers
whose teaching experience changed between 1-3 years. Data were analyzed through
the use of content analysis by considering the predetermined categories. These
categories included instructional, people and behavior management dimensions of
classroom management. It was found that novice EFL teachers were not satisfied
with physical conditions in their classrooms. Although teachers were negatively
influenced by physical constraints, they still try to be humanistic and not to use much
power over their students. This study may contribute to the understanding of the
nature of classroom management in language classrooms in Turkey and help teacher
education programs guide their pre-service teachers on how best to manage their
classrooms.