CONFERENCEhttps://doi.org/10.22364/htqe.2026.02 | 24-51 | PDF
Classroom Management Practices of Novice Teachers and Student Behaviour: A Systematic Literature Review
Vitnija Kokoreviča1, Dita Nīmante1
1 University of Latvia, Latvia
Abstract
Contemporary education emphasises student-centred learning, respectful relationships, and dialogue-based interaction in the classroom. However, novice teachers often struggle to manage complex classroom situations and may rely on reactive or corrective strategies when responding to student behaviour. This creates a gap between the principles emphasised in teacher education and practices implemented by novice teachers. The aim of this systematic literature review was to examine how novice teachers’ classroom management practices relate to student behaviour and to identify the factors that influence these practices.
The review was conducted using the Scopus database. Publications were selected according to predefined inclusion and exclusion criteria. The final sample comprised 53 publications from 2015 to 2025. The extracted data were analysed using thematic analysis. The analysis revealed three main themes: novice teachers’ classroom management practices, the factors influencing these practices, and students’ behavioural responses.
The results show that novice teachers’ classroom management practices and student behaviour are closely interconnected. Reactive and corrective strategies may curb disruptive behaviour in the short term, but they are less likely to foster sustained student self-regulation. Preventive and supportive strategies are more closely linked to student engagement, behavioural stability, and the development of responsibility for one’s own actions. The results also show that novice teachers’ practices are influenced by professional preparation, practical experience, self-efficacy, emotional regulation, professional vision, school support, and classroom context.
The review concludes that the gap between theory and practice can be reduced through more practice-oriented teacher education, structured feedback, mentoring, video-based learning, simulations, and early-career support. The findings are significant for improving novice teacher preparation and supporting more sustainable classroom management practices.
Keywords: systematic literature review, novice teachers, classroom management, student behaviour, differences between novice and experienced teachers
In: Human, Technologies and Quality of Education, 2026. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2026. Rakstu krājums. Ed. L. Daniela. Riga: University of Latvia, 2026. 236 p.
ISBN 978-9934-36-685-7
https://doi.org/10.22364/htqe.2026