Veteran principals’ views over the effect of positive discipline on classroom management for novice teachers

One of the most effective ways to manage problematic students misbehaving in the classroom is positive discipline rather than punishment or rewards. Through positive discipline, novice teachers do not only enjoy peaceful and efficient classroom environment, but they also encounter less trouble in managing the classroom and enable students to learn well and adapt their behaviours to meet expectations in courses. The outcomes of positive discipline applied in classroom include students’ own self-discipline, consistent communication, selfregulation, self-confidence, self-respect and respect for others, reinforcement of expectations and long-term solution. The aim of this study is to evaluate the views of the experienced school principals over encouraging novice teachers to practice positive discipline strategies and determine their roles on this issue. We asked two open-ended questions to the participant principals to obtain the data: “What are the discipline issues in classroom environment” and “What should novice teachers do to place positive discipline in classroom?” We used a qualitative research method to evaluate and compare the views of the principals and to determine their suggestions on encouraging novice teachers to achieve smooth management in classroom environment. The research was carried out with the participation of ten school principals managing various primary schools, secondary schools and high schools in some cities in Turkey. From the data obtained from principals, we can argue that the principals have the most important roles for novice teachers to develop positive discipline strategies in the classroom by making the suggestions that novice teachers should not run away from misbehaving students, not fight back and not scare and punish them for their unwanted misbehaviours. © Springer International Publishing AG, part of Springer Nature 2019.