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Professional Learning and Development in Classroom Management for Novice Teachers: A Systematic Review


There is a growing awareness that novice teachers in particular are in need of support and additional professional learning and development (PLD), especially in the area of classroom management. Yet there is limited information regarding effective approaches for building novice teachers’ skills related to classroom management. To address this gap, we conducted a systematic review of experimental studies related to novice teacher PLD in classroom management. We identified eight original experimental peer-reviewed studies published. We explored the research base, applying the Council for Exceptional Children Quality Indicators and coding studies to identify elements of practice-based professional development. Together, the available studies suggested that providing PLD increases classroom management practices while increasing student engagement. We discuss the implications of this review and conclude with implications for practice and future research related to novice teacher PLD.

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Correspondence to Shanna E. Hirsch.

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Hirsch, S.E., Randall, K., Bradshaw, C. et al. Professional Learning and Development in Classroom Management for Novice Teachers: A Systematic Review. Educ. Treat. Child. 44, 291–307 (2021).

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  • behavior management
  • classroom management
  • new teacher
  • novice teacher
  • professional development
  • quality indicators