Preparing Tomorrow’s Educators: Investigating Instructional Factors Affecting University Systems of Georgia First-Year Teachers’ Classroom Management Self-Efficacy
Location
Preston 1
Session Format
Presentation
Abstract
Classroom management is a crucial skill for new teachers, yet many enter the profession feeling unprepared to handle student behavior effectively. My research aims to examine instructional factors from University Systems of Georgia (USG) Teacher Preparation Programs (TPPs) that affect first-year teachers’ classroom management self-efficacy (CMSE). Understanding these instructional factors will allow USG TPPs to improve CSME in pre-service and newly graduated teacher candidates. The study has not been completed. No data has been collected. The rationale for the study will be presented.
Keywords
teacher preparation, classroom management self-efficacy, student behavior
Professional Bio
Arpan Bosmia is a dedicated educator and doctoral student at Columbus State University pursuing an Ed.D. in Curriculum and Leadership. With a decade of teaching experience in computer science, mechatronics, and engineering, he is passionate about improving teacher preparedness and retention. His research focuses on analyzing and enhancing classroom environment training within educator preparation programs. Arpan holds an Ed.S. from Georgia Southern University and an M.A.Ed. from the University of Alabama at Birmingham. He is an award-winning presenter and a published author, committed to advancing the field of education through scholarly research and practice.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Bosmia, Arpan, "Preparing Tomorrow’s Educators: Investigating Instructional Factors Affecting University Systems of Georgia First-Year Teachers’ Classroom Management Self-Efficacy" (2026). Georgia Educational Research Association Conference. 3.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/3
Preparing Tomorrow’s Educators: Investigating Instructional Factors Affecting University Systems of Georgia First-Year Teachers’ Classroom Management Self-Efficacy
Preston 1
Classroom management is a crucial skill for new teachers, yet many enter the profession feeling unprepared to handle student behavior effectively. My research aims to examine instructional factors from University Systems of Georgia (USG) Teacher Preparation Programs (TPPs) that affect first-year teachers’ classroom management self-efficacy (CMSE). Understanding these instructional factors will allow USG TPPs to improve CSME in pre-service and newly graduated teacher candidates. The study has not been completed. No data has been collected. The rationale for the study will be presented.
