Enhancing Classroom Management Skills through Critical Reflection: A Qualitative Study of Primary Teachers

Abstract

Effective classroom management impacts student success and is directly related to teaching skills. Critical reflection can enhance teaching in Pakistan’s primary schools. The purpose of this study is to explore primary teachers’ perceptions about enhancing classroom management skills through critical reflection. The objective is to find different ways in which primary teachers can enhance their classroom management skills through critical reflection. It helps teachers change their values and beliefs according to the situation and students’ needs. This is a qualitative study using a hermeneutic phenomenology research design. Participants lived experiences and perceptions of these events were obtained using semi-structured interviews. Purposive sampling was used to select ten primary teachers from The Punjab School. The data analysis revealed that most participants stated that proper prior planning helps in classroom management, and they believed it was difficult to implement critical reflection; however, they had a positive attitude toward critical reflection. It is recommended that the school should arrange workshops for teachers to learn more about critical reflection.