Supporting secondary school class teachers in effective classroom management as a means of increasing professional self-efficacy
Abstract
The paper responds to the increase in stress among teaching staff as evidenced by a number of research investigations (Tokgöz , Önen - Shanlax, 2021; Akman, 2020; Kinay,
Sedef, Kumas, 2021; Prokop, 2022), and to the results of a long-term evaluation of classroom lessons in primary and secondary schools in the Czech Republic obtained by the author of the paper from her own practice as a school psychologist. Teachers feel high insecurity in regular and intensive classroom management, still preferring administratively conceived classroom lessons in practice. At the same time, the meaningful filling of classroom hours not only acts as a certain form of prevention of risk phenomena in children and adolescents, but also significantly strengthens the interaction between learners and classroom teachers, promotes 1 XX mutual recognition, influences the building of a favorable climate and security for both actors of the educational process.
The results of the pilot study, with modifications (taking into account the needs of the pupil group), can be appropriately used in educational practice as part of the prevention of risky phenomena and strengthening of teachers' self-confidence in basic pedagogical intervention.
Comprehensive strengthening of the professional competences of the classroom teacher by means of examples (offers) of a pilot project of classroom lessons in a structured scheme
(design of the project for a longer period of time focusing on a specific topic that is suitable for a given class, taking into account, for example, the results of sociometric surveys or the analysis of a specific "classroom problem") significantly influences the increase in teacher self-confidence and thus becomes an important part of building resilience and preventing the emergence of burnout syndrome, which appears to be a key factor in terms of sustainability.