Training Needs for High-Quality Classroom Management among Primary School Teachers in Inclusive Classrooms

Abstract

This study seeks to contribute to the ongoing efforts undertaken by the Ministry of National Education to enhance the quality of teacher preparation and professional development. Within this broader reform agenda, the present research aims to identify the professional training needs associated with effective classroom management among primary school teachers working in inclusive classrooms.
To investigate these needs, a structured interview protocol developed by the researcher was employed as the primary data collection instrument. The instrument was administered to a purposive sample consisting of fifty primary school teachers currently teaching in inclusive classrooms in the province of Setif, Algeria.
The findings reveal the presence of significant professional development needs related to classroom management among the participating teachers. These needs were organized across four principal domains and ranked respectively as follows: instructional planning, behavioral management, organization of the classroom learning environment, and the need for targeted professional development programs proposed by teachers themselves to enhance their ability to manage classrooms that include students with special educational needs.
The results highlight the importance of designing specialized training programs capable of supporting teachers in developing effective classroom management strategies within inclusive educational settings.