Classroom Management Practices of Prospective Teachers’ through an Ecological Lens during Teaching Practicum

Abstract

A critical component of good teaching that promotes student engagement and successful learning outcomes is classroom management. This study looked at how aspiring teachers managed their classrooms throughout their teaching practicum from an ecological perspective. 615 prospective teachers enrolled in B.Ed. and BS. Education programs at 33 public sector institutions in Punjab, Pakistan, participated in a mixed-methods study design. A questionnaire comprising both closed-ended and open-ended questions created by the researcher was used to gather data. Thematic analysis was used to examine qualitative replies, and Pearson correlation was used to analyse quantitative data. The results showed a strong positive relationship (p <.01) between classroom management strategies and ecological characteristics.The Microsystems demonstrated the strongest association with motivation and engagement (r = .673), with other ecological dimensions also showing positive relationships with classroom environment, behavioral management, instructional management, and classroom challenges. Qualitative results indicated that effective strategies included establishing clear expectations, using positive reinforcement, building supportive teacher–student relationships, encouraging active student participation, and engaging in reflective practice. Participants also reported challenges such as overcrowded classrooms, limited resources, insufficient mentoring, time constraints, and inadequate training in ecological approaches. The study concludes that classroom management is influenced by interconnected ecological factors operating within and beyond the classroom.