





































English Language Teaching Educational Journal          ISSN 2621-6485 

Vol. 8, No. 1, April 2025, pp. 1-13  

         https://doi.org/10.12928/eltej.v8i1.12734         http://journal2.uad.ac.id/index.php/eltej/index        eltej@pbi.uad.ac.id 

Exploring classroom management challenges and strategies 

among EFL school pre-service teachers in the  

Kurdistan region of Iraq 
 

Mokhles Saleh Ibrahim a,1, Nehad Faisal Ahmad b,2*, Mohammed Hussein Mohammedb,3  

a Soran University, Soran, Erbil, 44008, Kurdistan of Iraq  
b Soran University, Soran, Erbil, 44008, Kurdistan of Iraq 
1 mokhles.ibrahim@soran.edu.iq; 2 nehad.ahmed@soran.edu.iq* ; 3 mohammed.mohammed@soran.edu.iq  

 

 

*Corresponding author 

ARTICLE INFO 

 

ABSTRACT 

 

 

Article history 

Received 6 February 2025 

Revised 24 March 2025 

Accepted 10 April 2025 

 This research aimed to investigate the pre-service teachers' challenges 

and strategies in classroom management during the school practicing 

process. The mixed-method research approach was implemented in the 

study. The data was collected through diary writing and semi-structured 

interviews. The study participants were six male and six female 

undergraduate students or pre-service teachers in the faculty of basic 

education at a public university in the Kurdistan Region of Iraq (KRI). In 

addition, five professors from the faculty, who observed them during the 

process, were assigned as the interviewers. Furthermore, the data from 

the diary was organized by means of checklist and then analyzed by using 

SPSS Program. Furthermore, the data from the semi-structured interview 

was analyzed by using the thematic descriptive analysis method. The 

results of the study showed that male and female pre-service teachers 

have common challenges in managing their teaching classrooms 

effectively. However, the study found that pre-service teachers 

implement various strategies for dealing and addressing the classroom 

issues.  

© The Authors 2025. Published by Universitas Ahmad Dahlan  
This is an open access article under the CC–BY-SA license. 

 

    

 

 
Keywords  
Classroom Management 

Pre-service Teachers 

Diary Writing 

School Practicing 

  

 

 

 

 

 

 

  

 

How to cite: Ibrahim, M. S., Ahmed, N. F., & Mohammad, M. H. (2025). Exploring classroom management 
challenges and strategies among Kurdish pre-service teachers: A case study at Soran University. English 
Language Teaching Educational Journal, 8(1), 1-13. https://doi.org/10.12928/eltej.v8i1.12734 

1. Introduction  

Class management describes teachers' strategies and skills to govern and guide classroom 
activities productively, orderly, respectfully, and within a positive learning environment. Several 
theoretical models underpin classroom management, including behaviorist models, which emphasize 
reinforcement and punishment for maintaining discipline—cognitive approaches highlighting 
student self-regulation's role, and social learning theories focus on observation and modeling as tools 
for behavioral change. However, classroom management refers to a teacher's efforts to encourage 
educational and emotional-social development in the classroom (Burden, 2025), but Clark et al. 
(2023) believed that effective education is not adequate to build universal classroom management, 
but instructional methods can also be viewed as such. It can be regarded that classroom management 
requires both personal and institutional efforts to change the student’s behavior and ecological safety.   

https://doi.org/10.12928/eltej.v8i1.12734
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mailto:mokhles.ibrahim@soran.edu.iq
mailto:nehad.ahmed@soran.edu.iq
mailto:mohammed.mohammed@soran.edu.iq
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Ibrahim et.al (Exploring classroom management challenges and strategies …..) 

In the context of EFL (English as a Foreign Language) teaching, classroom management issues 
often arise due to cultural, linguistic, and contextual differences that can impact teacher-student 
interactions. The process of language teaching in the EFL contexts has prioritized academic goals 
and curriculum, but fails to address an essential aspect such as; classroom management 
(Shakerkhoshroudi et al., 2020).  

According to Rahmah (2024), classroom management is one of the most significant predictors 
of student achievement. For pre-service teachers, especially in EFL settings, these challenges are 
compounded by language barriers, cultural misunderstandings, and unfamiliar learning 
environments. Pre-service teachers often struggle to address diverse student needs and foster a safe 
learning atmosphere. These challenges are amplified in EFL contexts, where limited student 
language proficiency makes communication and understanding more difficult. In addition, some 
challenges are applicable to the language skills, for instance in teaching speaking classes, teachers 
face some technological and students’ language competency issues (Muluk, et al., 2021). 

Several strategies such as; clear expectations and routines, have been recommended to assist 
pre-service teachers with classroom management. Sueb et al. (2020) highlight the importance of 
setting clear classroom expectations to prevent misbehavior. Also, adaptation to linguistic and 
cultural contexts: Suryati and Ratih (2024) emphasize tailoring classroom strategies to the specific 
needs of EFL settings. Another strategy is differentiated instruction, visual aids, and collaborative 
learning, which Mustofa (2024) identifies as successful approaches. Lastly, teacher training 
programs should provide pre-service teachers with practical experience, mentorship, and preparation 
to handle diverse classroom realities confidently. 

1.1. Review of Literature 

The research on classroom management traces back to Kounin’s work in 1970; it laid the 
groundwork for research in the field by integrating certain features of classroom management into 
the learner’s behavior in the classes (Nanyele, 2024). Several research have been conducted 
concerning classroom management difficulties and challenges faced by both in-service and 

preservice teachers. This is basically due to the participants’ characteristics and the context-bounded 

nature of the chosen research approach; the results of each study may differ from one another. 

The first relevant study that was incorporated into the current study is by Maharani and Fithriani 
(2023) which aimed to recognize the classroom problems and the pre service reflection during school 
practicum.  The participant were 5 undergraduate students of the English Education Department, 
Indonesian public institution in Medan.  The research concluded that the problems appear in various 
instructional phases of classroom such as activities, using teaching instruments, classroom layouts 
and collaborative learning. Likewise, in their study entitled " The effects of teaching practicum on 
EFL pre-service teachers' Ersin et al. (2020) claimed that practicum rise pre service teachers’ 
awareness how to handle the actual problems in real contexts. It can be argued that school practicing 
would assist the student-teachers to identify the problems and rise their awareness. 

In another associated investigation, Hidayat et al. (2024) implemented a study under the title 
"Teachers’ Challenges in EFL Classroom Management", the study used a qualitative approach to 
find the common problem encountered by EFL teachers. The study concluded that some linguistic 
problem while managing classes and the use different strategies to deal with the problems such as 
determination strategy, group discussion strategy, and communication strategy. In related research, 
Rodel (2023) explored the classroom challenges and pre-service teacher perceptions and impacts, the 
research used descriptive-correlational study design to obtain in-depth data. The study found that 
pre-service teachers employed different strategies in their pre- and post-school practicing process.  

Despite of a good amount of literature, existing studies on classroom management may fail to 
address the specific challenges EFL pre-service teachers face. While general strategies are 
documented, detailed analyses of the unique difficulties in EFL contexts are rare (Shakerkhoshroudi 
et al., 2020). Thus, this study seeks to bridge this gap by examining the classroom management issues 
experienced by EFL pre-service teachers, identifying challenges, and highlighting effective 
strategies.  

 

 



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1.2. The Aim of the Study   

The research aims to examine the challenges English pre-service teachers in KRI encounter in 
controlling and managing the classrooms throughout their instructional time in school practice and 
determine the most common procedures they use. More specifically, it aims to answer the following 
research questions: 

1. What classroom management challenges do EFL pre-service teachers face in schools? 
2. What strategies do EFL pre-service teachers use to manage their teaching classrooms?     

2. Research Method 

2.1. Research Design  

The current study employs a mixed-method approach due to the nature of the study and the data 
collection procedures. Further, mixed methods design combines qualitative and quantitative 
methods, which can considerably impact the quality of every phase of the research, from gathering 
data to analyzing and interpreting it. This can possibly produce comprehensive and productive 
findings (Dawadi, et al. 2021). In the sense of that, Kumar (2024) argued that integrating 
methodologies that contribute to our comprehension and knowledge of social behavior in both 
breadth and depth is essential to the future of social science research.  

2.2. The Participants of the Study 

The participants were six female and six male EFL pre-service teachers who were undergraduate 
students from faculty education at a public university in Kurdistan Region of Iraq (KRI). 
Additionally, eight EFL teachers were interviewed to have better and in-depth insights of the 
classroom management challenges and strategies in the schools by pre-service teachers, as they were 
responsible for supervising and observing the pre-service teachers during the process. This infers that 
this study employed convenience and purposive sampling methods accordingly for the purpose of 
data collection due to the nature and objectives of the study, which could possibly enhance the 
validity and reliability of the collected data. This has even been confirmed by Akyıldız and Ahmed 
(2021), who stated that qualitative research focuses on explaining within a specific group, while 
quantitative research uses carefully selected samples to generalize conclusions to the entire 
community. Therefore, the current research involved the students and teachers to obtain valuable 
data reflecting the research community. 

2.3. The Data Collection Instruments 

Since both qualitative and quantitative methods were used in the study, two primary instruments 
were employed to collect the data. The initial tool was a checklist, there were two parts and certain 
items consisted of the sections in which the number of items was chosen based on the evaluation 
which needs for the domains. The components were divided and arranged in accordance with 
challenges and classroom management techniques faced by pre-service teachers, with five Likert 
scales. The second instrument for collecting data was a semi-structured interview with some pre-
arranged questions and more questions were added based on the nature of the interview and the 
participants’ responses. 

2.4. Data Collection Procedure 

Multiple methods were used in the data-collecting phase to obtain extensive insight into the 
challenges and strategies used in classroom management. Twelve pre-service teachers were assigned 
to the school to conduct their teaching practicum. Throughout this period, they were asked to write 
down a diary recording their classroom management difficulties and strategies. After collecting the 
diaries, a checklist was used to organize and analyse the collected data. Furthermore, the supervising 
teachers who observed the pre-service teachers in school practicing were interviewed. The purpose 
of these interviews was to gain a more comprehensive understanding of the data by acquiring the 
opinions of the supervising teachers regarding the difficulties and strategies used by the pre-service 
teachers. 

2.5. Data Analysis 

After the data collection procedure was completed, two different approached were used for the 
purpose of data analysis. Having said this, the numerical data was gained from the checklists and 



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then anlysed by using SPSS (Statistical Package for the Social Sciences) version 27 software. 
Additionally, the thematic analysis method was utilized for analyzing qualitative data form the 
interviews. Concerning this, the collected data from the semi-structured interviews was first 
transcribed and then analysed into six main themes.   

2.6.  Validity and Reliability  

Validity in research refers to the accuracy or truthfulness of the research tools and interpretations 
drawn from research findings (William, 2024). Therefore, the current study consulted an expert 
committee to ensure the effectiveness and accuracy of the data collection tools, and then made 
necessary adjustments based on the committees’ recommendations. Having said this, five experts in 
the field of the study reviewed the checklist and the semi-structured interview questions. Their 
feedback and remarks were taken into consideration to improve the quality of the data collection 
methods. Furthermore, this study considered both; internal reliability, which is related to the 
consistency of data and findings, and external reliability, which deals with reproducing the research 
at different times. 

3. Findings and Discussion of the Study  

3.1. Results of the Checklist used for the Participants’ Diary 

The data collection method for the study involves diary writing by the participants, and a 
checklist instrument was developed to evaluate the participants’ diaries. The instrument consists of 
two domains, each including eight different statements. Thus, this section is dedicated to analyze and 
present the results obtained from the current instrument. Due to the nature of the research data, the 
diaries were analyzed statistically. Furthermore, the analysis of the checklist’s statements was 
tabulated as; 1 which refers to completely unsatisfactory, 2 unsatisfactory, 3 neutral, 4 satisfactory, 
and 5 completely satisfactory. 

 In the current research, gender differences were analyzed to determine the difference between 
the two pre-service genders in terms of classroom management challenges and strategies. The t-test 
was employed to know the differences. Therefore, we fail to reject the null hypothesis. There is not 
enough evidence to conclude that the result is statistically significant at α=0.05 level. This suggests 
that gender did not play a pivotal role in challenges and strategies in classroom management (see 
Table 1). 

Table 1.  Pre-Service Gender Score Comparison 

 

3.1.1 The Results of the Checklist for the  Classroom Mangement Challenges  

This section consisted of eight items. The mean and standard deviation scores were obtained 

according to the diaries' checklist. The first statement, “The pre-service teachers encountered the 
behavior problems differ in frequency and intensity.” This item in this domain scored a mean of 

4.417, with a standard deviation of 0.793. The second item, "The difficulties bother the pre-service 

Independent Samples Test 

 

Levene's Test for 

Equality of 

Variances t-test for Equality of Means 

F Sig. t df 

Sig. 

(2-

tailed) 

Mean 

Differenc

e 

Std. Error 

Difference 

95% Confidence 

Interval of the 

Difference 

Lower Upper 

Whole mean Equal 

variances 

assumed 

.417 .533 -.262 10 .799 -.08333 .31842 -.79281 .62614 



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teacher and students, " scored a mean of 4.333 and a deviation of 0.651. The third statement about 

the challenges and problems related to "The procedure of pre-service teachers, the policies they 

develop and their instructional strategies caused the problems" obtained a mean score of 3.083 and a 

standard deviation of 0.996. The fourth statement, "The pre-service teacher’s management strategies 

encourage more disruptive behaviors," scored a mean of 2.5 and a standard deviation of 0.674. The 

fifth statement is entitled, " The pre-service teacher behavior has a negative impact on the classroom 

problems," obtained 2.917 and 1.165 mean and standard deviation, respectively. The sixth statement, 

" The class size or the number of students in the classes challenges the pre-service teachers," item in 

this part received a mean score of 2.182, with a standard deviation of 1.662. Item number seven, 

titled “Time management and the content contribute to classroom problems and difficulties”, 

obtained 3.5 as the mean and 1.382 standard deviations. The final statement in this domain states, 

“The pre-service teachers have an intrinsic motivation for change,” with a mean of 4.417 and a 

standard deviation of 0.793. The overall scored mean is 3.432, and the standard deviation is 1.319 

(see Table 2). 

  

Table 2.  Descriptive Statistics on the Challenges and Problem 

 

 The study reveals that pre-service teachers face various behavior problems, which can be 
exacerbated by various factors such as the procedures, policies, and instructional strategies used, as 
well as the challenges posed by class size. 

3.1.2.  The Checklist Results for Classroom Management Strategies  

The second section of the checklist focused on the pre-service teachers’ classroom management 
techniques and strategies during school practice period. This category has eight items in the 
framework used to gather data. As shown in Table 3, the first statement, "The pre-service teachers 
were creative in developing the classroom techniques and strategies, " received a mean of 3, with a 
standard deviation of 1.128. The second statement in this part of the checklist is developed to 
determine whether the pre-service teachers used the students' self-regulating strategies and 
techniques; the items scored 3.08 and 0.996 as mean and standard deviation, respectively. The third 
in the current section was used to gather data on the participants' strategies to engage the learners in 
the class activities; it scored a mean of 3.5 and a standard deviation of 0.674. The fourth item aimed 
to know the pre-service teachers’ manner of intervention of disruptions; this item received a mean of 
2.08 and a standard deviation of 0.515. The fifth item in this part, "The teachers use a non-assertive 
or hostile response style, " scored 2.08 and 0.515 as mean and standard deviation, respectively. The 

No Items  N Mean Sd. 

1 The pre-service teachers encountered behavior problems differ in 

frequency and intensity 
12 4.417 0.793 

2 The difficulties bother the pre-service teacher and students. 12 4.333 0.651 

3 The procedures of pre-service teachers, the policies they develop, 

and their instructional strategies caused the problems. 
12 3.083 0.996 

4 The pre-service teacher’s management strategies encourage more 

disruptive behaviors. 12 2.5 0.674 

5 The pre-service teacher behavior has a negative impact on 

classroom problems 
12 2.917 1.165 

6 The class size or the number of students in the classes challenges the 

pre-service teachers. 
12 2.182 1.662 

7 Time management and the content contribute to classroom problems 

and difficulties. 
12 3.5 1.382 

8 Pre-service teachers have an intrinsic motivation for change. 12 4.417 0.793 

 
Overall 

3.432 

 

1.319 

 



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sixth statement was employed to recognize the pre-service teachers’ devotion to students’ diversity; 
it obtained a mean of 2.91 and a standard deviation of 0.515. The seventh item was provided to know 
whether rewards and punishments are given as positive reinforcement; it scored 3.25 as mean and 
0.866 as standard deviation. The last statement in this domain, "The teachers establish the values of 
care and respect in dealing with problems, " received a mean of 3.83 and a standard deviation of 
0.717. This section's overall obtained mean is 3.156, with a standard deviation of 0.921 (see Table 
3). 

Table 3.  Descriptive Statistics on the Techniques and Strategies 

 

The study found that pre-service teachers' classroom management techniques during their 
practicum showed moderate effectiveness, with moderate creativity, self-regulation, and 
engagement. They faced challenges in managing disruptions and exhibited a non-assertive response 
style. They showed moderate commitment to student diversity, positive reinforcement, and care and 
respect values. 

3.2.  Results of the Semi-Structured Interview 

As mentioned in the methodology section, the semi-structured interview was used as the data 
collection instrument. Interviews were conducted with university professors who observed the pre-
service teachers during their school practice period. The rationale for selecting these professors to 
participate in the study was their great awareness, knowledge, and experience of the challenges and 
strategies faced by pre-service teachers. The process of interview was started with some pre-
determined questions and more questions were added based on the nature of the interview and the 
interviewees’ responses. The collected data form the interviews was analysed and classified into six 
main themes as follows: 

3.2.1.  Theme One: The Management Strategies and Disruptive Behaviors 

These questions and the theme were developed to determine whether the pre-service teacher’s 
management strategies and techniques encourage the students to engage in more disruptive 
behaviors. Having said this, Participant A revealed that student misbehavior often results from 
inconsistent rules and boring content. Participant B believed that pre-service teachers managing 
grades one to six used basic techniques and sought the principal's help to resolve serious misbehavior. 
Similarly, participant C replied that the pre-service teachers used classroom management strategies 
to redirect noise, separate disruptors, set clear rules, and reward good behavior. Additionally, 
participant G stated that pre-service teachers struggled with classroom management, failing to engage 
pupils, adjust their tone, manage time effectively, or facilitate participation. Participant H believed 

No 
Items  N Mean Sd. 

1 The pre-service teachers were creative in developing the classroom 

techniques and strategies  12 3 1.128 

2 The pre-service teachers develop the students' self-regulating strategies and 

techniques. 
12 3.08 0.996 

3 They used strategies to engage the learners in the class activities. 12 3.5 0.674 

4 
The teachers engage in the low-profile intervention of disruptions 12 3.58 0.793 

5 The teachers use a non-assertive or hostile response style. 12 2.08 0.515 

6 The students' diversity is considered in the methods and strategies 

employed.  12 2.91 0.515 

7 Rewards and punishments are given as positive reinforcement. 12 3.25 0.866 

8 The teachers establish the values of care and respect when dealing with 

problems. 
12 3.83 0.717 

 

Overall 

3.156 

 

0.921 

 



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that pre-service teachers' lack of experience and organizational skills are the primary factors that 
encourage disruptive behavior.  

3.2.2.  Theme Two: Time Management and Content Contribution 

The main aim of this question and the theme was to know whether pre-service teachers' time 
management and the content of the lessons were the cause of the classroom problems and difficulties 
faced by pre-service teachers during school practice. During the interviews, Participant A responded 
that the pre-service teachers poor time management and mismatched content difficulty left students 
confused, disengaged, and with incomplete tasks. Participant B highlighted that some pre-service 
teachers' effective time management and well-prepared lesson plans help maintain classroom order 
and engagement, reducing disruptions. Conversely, some poor time management and unengaging 
content from them lead to chaos and increased misbehavior. For instance, Participant F revealed that 
pre-service teachers who effectively managed time reviewed the past lessons, introduced new 
content, encouraged participation, and checked homework.  

However, inexperienced teachers struggled with time management, resulting in rushed lessons 
and unchecked homework. In the sense of that, Participant D observed that pre-service teachers could 
use the 40-minute lesson to include revision, introduce new topics, and facilitate activities. Rather 
than the content itself, content delivery methods often contribute to classroom issues. Participant E 
explained that pre-service teachers needed strong classroom management and content aligning with 
students' needs and interests to prevent complaints, neglect, disinterest, and boredom. 

3.2.3.  Theme Three: Classroom Issues and External Violence 

The main goal of this theme was to find out the problems and causes of the violence faced by 
pre-service teachers during school practice. In other words, this is to know whether these behavior 
problems caused by students’ families or societies. According to the dataset, Participant A 
highlighted that most student misbehavior stems from family life and societal influences. Negative 
home experiences or lack of support can lead to emotional struggles, while community issues also 
contribute, causing students to express these feelings in class. Participant B agreed that in Kurdish 
society, family size and support play a key role in shaping student behavior, with larger families 
often leading to more aggression and smaller, supportive families resulting in less violent behavior. 
Participant C believed that classroom problems and violence stem from a mix of factors, including 
family dynamics, societal pressures, and media influence. Parents' roles, emotional struggles, and 
peer pressure contribute to student behavior, highlighting the need for collective action and change. 
Participant D strongly believed that family and society play a key role in shaping children's character, 
reflected in their school behavior. Participant E explained that students' misbehavior is sometimes 
attributed to their families and society. Many children consider violence, mockery, and sarcasm as 
normal or as a way to respond to their peers. 

3.2.4.  Theme Four: Managing Time to Address Misbehaviors 

This theme aimed to determine whether the pre-service teachers manipulate time in dealing with 
misbehaviors. Participant A believed role-playing effectively prevents misbehavior by keeping 
students focused and involved. These strategies significantly reduce disruptions and maintain 
classroom order when paired with well-planned lessons. Participant B stated that the pre-service 
teachers struggled to manage these misbehaviors. In one instance, the principal had to ask the 
students to remain calm and quiet before my observation, warning them of punishment if they 
misbehaved.  

This showed that the teachers were not yet fully equipped to handle classroom disruptions 
independently. Participant C highlighted that pre-service teacher can effectively manage time and 
misbehavior by establishing routines, redirecting focus, addressing issues privately, and using 
positive reinforcement to enhance engagement and minimize disruptions. Participant D observed 
that, with some exceptions, they are not good at dealing with misbehaviors because they are mostly 
concerned with delivering the content they have planned for in their course plans. So, they try to 
employ the allocated time to explain the content and necessary class activities. Participant E believed 
that the pre-service teachers could address misbehavior immediately with positive reinforcement, 
create a secure classroom environment, and use interactive, competitive activities as effective 



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strategies. Private conversations with disruptive students to listen, support, and resolve issues can 
also greatly improve behavior. 

3.2.5.  Theme Five: Ensuring a Safe and Comfortable Learning Environment 

The purpose of this theme was to know about the strategies used by the pre-service teacher to 
maintain a safe and comfortable learning environment. Participant A highlighted that pre-service 
teacher struggled to manage classroom issues and create a friendly environment due to limited 
experience, often prioritizing content over students' emotional needs. Female teachers tended to 
handle these challenges better due to their caring nature. Participant B stated that the pre-service 
teachers provided a safe and comfortable learning environment. They were generally kind and gentle 
with the students, as these young learners were in basic school and needed a nurturing approach. 
Participant C thought that most of them did. 

In many cases, the teacher invited them to sing the school motto, draw a related funny picture 
on the board, or even make a joke to boost them up. Respondent D stated that they generally could 
not do so because the learning environment in public school is uncomfortable, and the pre-service 
teachers can not improve it due to lack of experience and potential. For instance, they mostly shouted 
to control their classrooms and sometimes intimidate pupils. Participant E believed that to maintain 
a safe environment, the pre-service teachers dealing with students with aggressive behaviors or 
bullying potential should receive support and work with parents while developing a sense of 
community to promote appropriate behavior.  

3.2.6.  Theme Six: Consistency in Applying Rules and Penalties     

The current theme was developed to explore the nature of the rules and penalties used by pre-
service teachers in terms of consistency and impartiality. Participant A highlighted that I could not 
generalize this to all pre-service teachers, but I noticed that many female teachers were stricter. This 
may be related to their caring nature and experiences at home, where they often had to manage their 
siblings. Because of this, they were more likely to set clear rules for their students. These rules were 
necessary, and students knew they had to follow them. If they did not, they would face penalties. I 
did not notice any prejudice from the male or female teachers; they applied the rules fairly and 
consistently to all students. Participant B believed that the pre-service teachers did not impose strict 
penalties. Overall, they were fair and supportive to everyone. Students more engaged and eager to 
participate often had more attention, but this was typical and understandable in any classroom setting. 
Participant C clarified that there were times when a pre-service teacher preferred to give a chance to 
boys more than girls or, on another occasion, would talk to the first line in the classroom; of course, 
they were notified, but I do not think that would be enough and more have to be done to prevent that. 
Participant D replied that they did not successfully impose such penalties or punishments equally. 
Whether they could not observe all the misbehavior or prioritized explaining the lesson over applying 
the rules, they could not impose penalties regularly. Finally, participant E elaborated that the pre-
serve teachers I observed generally applied the rules and imposed penalties regularly without 
prejudice. 

 

3.3. Discussion  

This research provides a valuable understanding of the pre-service teachers' challenges, 
problems, techniques, and strategies for managing teaching classrooms during school practice. Using 
a 5-point Likert scale checklist ranging from "Completely Unsatisfactory" (1) to "Completely 
Satisfactory" (5). As shown in Table 1, the data analysis results show no statistically significant 
differences between genders in any measured variables. Both male and female pre-service teachers 
face challenges and problems, and their techniques and strategies are similar. This result aligns with 
other studies Masood et al. (2022) conducted, which concluded no difference between male and 
female teachers in classroom management.   

The behavior problems and challenges beginning or pre-service teachers face vary in frequency 
and intensity. As illustrated in Table 2, the data analysis from the participant diary and the checklist 
is satisfactory, but the pre-service teachers encounter various problems. The obtained finding is 



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consistent with the conclusions drawn by Serliana, Utami and Kamil (2021). They concluded that 
the pre-service teacher faces minor and major problems.  

On the other hand, the findings revealed that classroom management problems bother students 
and teachers during teaching practice in the schools since the data analysis is satisfactory. Likewise, 
the teacher’s classroom management policy did not contribute to their challenges, as the data 
indicated a statistically neutral result. This goes in line with results of Pakpahan (2023). The research 
highlighted that pre-service teacher fail to establish effective classroom management rules and 
policies. Furthermore, the data obtained from the checklist revealed that the pre-service teacher’s 
management strategies and behavior did not negatively impact classroom problems, as the mean 
scores for both statements were rated as unsatisfactory.  

As illustrated in Table 2, the data discovered that the class size did not affect the pre-service 
teachers during school practice because they scored unsatisfactory on the Likert scale. Additionally, 
the data analysis revealed that time management was not problematic for pre-service teachers, as it 
was rated as neutral. Furthermore, the current research showed that pre-service teachers are 
intrinsically motivated to change because the data scored satisfactorily. The results align with Renko 
et al. (2022), who stated that the pre-service teacher must be encouraged to have a sense of motivation 
for change among the students. 

Regarding the techniques and strategies implemented by the pre-service teachers, the data 
revealed that they were not creative in developing classroom management strategies and did not 
encourage self-regulating strategies to manage student behavior, as the analyzed data scored neutral. 
As Göktepe (2020) highlighted, contextual limitations, hierarchical structures, and mentors' lack of 
support caused the pre-service teachers' negative feelings to grow steadily, hindering the formation 
of their teacher identity. These results imply that pre-service instructors could fail to promote self-
regulating mechanisms to control students' behavior constantly and might not always be innovative 
in developing classroom management strategies. Pre-service instructors need to be better equipped 
to engage students in class activities if teacher education programs are improved to incorporate a 
broader range of engagement techniques. Concerning this, Bamrungsin and Khampirat (2022) 
concluded that professional development programs can positively impact pre-service teachers by 
helping them develop strategies and engage learners. These findings reveal that they lack these 
professional development aspects. 

Another statement in this checklist section addresses the nature of the strategies and techniques, 
specifically whether they engage learners in class activities. It scored neutral. The obtained data from 
the checklist revealed that the pre-service teachers’ manner of intervention in disruptions is 
unsatisfactory. Likewise, the participants did not use a non-assertive or hostile response style to deal 
with the behavior problems, as the data scored unsatisfactory.  

The data analysis from the checklist given from the diaries revealed that the participants did 
consider the diversity of students because they scored unsatisfactory. It can be interpreted that the 
pre-service teachers neglected one of the vital aspects of classroom management. Dewsbury (2020) 
stated that students' learning might be negatively impacted if the classroom lacks diversity.  

The rewards and punishment are the two strategies and techniques teachers employ as positive 
reinforcement in dealing with classroom on-task and off-task behaviors. This item scored neutral 
from data analysis. Fuad et al. (2021) mentioned that punishment and rewards are essential factors 
in encouraging students to study in school. Likewise, the values of care and respect are vital in 
classroom management. The analyzed data from the participants' diaries revealed that they consider 
them, but it is not adequate since the scored data is neutral.  

The analysis of interview data discovered that pre-service teachers’ strategies to deal with 
disruptive behaviors were ineffective. This means that the lack of effective strategies and techniques 
was a recurring theme, with several observers expressing concerns about pre-service teachers 
handling disruptions. One of the interviewees highlighted that “pre-service teachers' lack of 
experience and organizational skills are the primary factors that encourage disruptive behavior.” The 
findings were confirmed by Chitiyo et al. (2020), who concluded that classroom management lacked 
consistency, as evidenced by the various approaches to dealing with each behavior.  

Presumably, time management is one of the difficulties preservice teachers face in classroom 
management routines. The results showed that the pre-service teachers did not have good time 



10 English Language Teaching Educational Journal          ISSN 2621-6485 

Vol. 8, No. 1, April 2025, pp. 1-13 

Ibrahim et.al (Exploring classroom management challenges and strategies …..) 

management. One of the interviewees replied that “the pre-service teachers' poor time management 
and mismatched content difficulty left students confused, disengaged, and with incomplete tasks.” 
The results are supported by Harun and Samat (2021), who revealed that pre-service teachers face 
many difficulties in their teaching experience, and poor time management results are a core 
challenge.   

Moreover, preservice teachers face behavior problems, and this current research intends to know 
the nature and causes behind them. One of the teachers who observed the pre-service during school 
practice mentioned that “most student misbehavior stems from family life and societal influences. 
Ogbu and Simons (2022) stated, "Discipline problems experienced in school may originate in the 
family or in society at large; some of them are caused by school policies, teachers and other school 
personnel. Likewise, it aimed to reveal whether the pre-service teachers allocate time to address the 
target behavior to prevent them. A participant highlighted that “with some exceptions, they are not 
good in dealing with misbehaviors because they are mostly concerned with delivering the content, 
they have planned for in their course plans. 

All teachers should provide a safe school environment or movement to deliver good lessons and 
content. In this study, the researchers tried to find whether the pre-service teachers granted it. The 
obtained results from the interview responses showed that the pre-service teachers attempted to 
establish it. One of the participants replied, “Overall, the pre-service teachers provided a safe and 
comfortable learning environment”. Mansfield et al. (2020) recommended that training pre-service 
teachers could increase their confidence in dealing with sensitive issues and maintain a helpful 
learning environment. Furthermore, the research tried to reveal the participants' opinions about the 
pre-service teachers’ consistency in applying the rules and punishments, as some of the participants 
claimed that the pre-serve teachers generally apply the rules and impose penalties regularly without 
prejudice.  

4. Conclusion 

The research reveals that pre-service teachers face various challenges, including classroom 
management, behavior issues, class size, time management, and intrinsic motivation. They lack 
creativity in developing strategies and do not encourage self-regulation. The study suggests that 
teacher education programs should incorporate a broader range of engagement techniques to equip 
pre-service instructors better and guide them how to manage their teaching classes more effectively. 
Moreover, disruptive behavior intervention is unsatisfactory, and rewards and punishment are not 
effective in the context of this study. Perhaps more importantly, the lack of time management skills 
among the EFL pre-service teachers is a major challenge, which negatively affects their performance 
and achievement of learning outcomes. Therefore, providing instructional trainings can certainly 
promote the pre-service teachers’ abilities and skills for effectively managing their instructional 
classrooms, and specifically boosting their confidence and experience in dealing with sensitive issues 
and maintaining helpful relationships with students. 

4.1 Implications  

These study results and findings can have implications for university course designers, 
professors, administrators, and researchers. First, university programs and curricula need to reflect 
the teaching processes in schools. Second, university professors should integrate more real-life 
examples and cases into the course content they deliver. Third, the duration of school practicum 
could be extended by adding extra weeks. Finally, the findings of this study can guide researchers in 
the field of teacher education to have more focus on specific issues, and conduct studies in diverse 
contexts with various participants.  

4.2 Limitations and Recommendations for Future Studies  

It is important to note that this study was conducted at a public university in the KRI and focused 
on the content of the teachers' curriculum, specific pre-service teacher skills, and the application of 
these methods in the classroom. Additionally, the number of participants was limited to twelve pre-
service teachers due to their intensive official practicum workload and the diary-writing requirements 
for the study. In order to better generalize the findings, therefore, this study recommends taking more 
universities and participants for future studies. This study also recommends using observation as a 



ISSN 2621-6485 English Language Teaching Educational Journal                 11 
Vol. 8, No. 1, April 2025, pp. 1-13 

Ibrahim et.al (Exploring classroom management challenges and strategies …..) 
 

 
data collection method alongside the mentioned methods in this study in order to have more in-depth 
understandings about the research phenomenon and truly discover how the pre-service teachers 
manage their teaching classrooms in a real context.   

 

Acknowledgment 

We express our gratitude to Soran University and the academic staff of the English Departments 
for their support and for providing research facilities. We also sincerely thank the participants of the 
study for their willing participation and cooperation during the data collection process. We also 
strongly acknowledge the professors form different universities in KRI who contributed to the 
improvement of the research tools by providing useful comments. 

 

Declarations 

Author contribution : Authors 1, 2 and 3 collaboratively conducted the research, 
including proposing the topic, drafting the proposal, applying 
research methodologies, performing analysis, and presenting 
the data and discussion. Author 1 took the lead in the article’s 
publication process and both contributed to the publication fee. 

Funding statement : No funding is available for this research. 

Conflict of interest : We declare that there is no competing interests. 

Ethics Declaration : As the authors, we confirm that this work has been written based 
on ethical research principles in compliance with our 
university’s regulations and that the necessary permission was 
obtained from the relevant institution during data collection. I 
fully support ELTEJ’s commitment to upholding high standards 
of professional conduct and practicing honesty in all academic 
and professional activities.   

Additional 
information 

:   No additional information is available for this paper. 

 

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	Exploring classroom management challenges and strategies among EFL school pre-service teachers in the
	Kurdistan region of Iraq
	Mokhles Saleh Ibrahim a,1, Nehad Faisal Ahmad b,2*, Mohammed Hussein Mohammedb,3
	a Soran University, Soran, Erbil, 44008, Kurdistan of Iraq
	b Soran University, Soran, Erbil, 44008, Kurdistan of Iraq
	1 mokhles.ibrahim@soran.edu.iq; 2 nehad.ahmed@soran.edu.iq* ; 3 mohammed.mohammed@soran.edu.iq
	*Corresponding author
	How to cite: Ibrahim, M. S., Ahmed, N. F., & Mohammad, M. H. (2025). Exploring classroom management challenges and strategies among Kurdish pre-service teachers: A case study at Soran University. English Language Teaching Educational Journal, 8(1), 1-...
	1. Introduction
	Class management describes teachers' strategies and skills to govern and guide classroom activities productively, orderly, respectfully, and within a positive learning environment. Several theoretical models underpin classroom management, including be...
	In the context of EFL (English as a Foreign Language) teaching, classroom management issues often arise due to cultural, linguistic, and contextual differences that can impact teacher-student interactions. The process of language teaching in the EFL c...
	According to Rahmah (2024), classroom management is one of the most significant predictors of student achievement. For pre-service teachers, especially in EFL settings, these challenges are compounded by language barriers, cultural misunderstandings, ...
	Several strategies such as; clear expectations and routines, have been recommended to assist pre-service teachers with classroom management. Sueb et al. (2020) highlight the importance of setting clear classroom expectations to prevent misbehavior. Al...
	1.1. Review of Literature
	The research on classroom management traces back to Kounin’s work in 1970; it laid the groundwork for research in the field by integrating certain features of classroom management into the learner’s behavior in the classes (Nanyele, 2024). Several res...
	The first relevant study that was incorporated into the current study is by Maharani and Fithriani (2023) which aimed to recognize the classroom problems and the pre service reflection during school practicum.  The participant were 5 undergraduate stu...
	In another associated investigation, Hidayat et al. (2024) implemented a study under the title "Teachers’ Challenges in EFL Classroom Management", the study used a qualitative approach to find the common problem encountered by EFL teachers. The study ...
	Despite of a good amount of literature, existing studies on classroom management may fail to address the specific challenges EFL pre-service teachers face. While general strategies are documented, detailed analyses of the unique difficulties in EFL co...
	1.2. The Aim of the Study
	The research aims to examine the challenges English pre-service teachers in KRI encounter in controlling and managing the classrooms throughout their instructional time in school practice and determine the most common procedures they use. More specifi...
	1. What classroom management challenges do EFL pre-service teachers face in schools?
	2. What strategies do EFL pre-service teachers use to manage their teaching classrooms?
	2. Research Method
	2.1. Research Design

	The current study employs a mixed-method approach due to the nature of the study and the data collection procedures. Further, mixed methods design combines qualitative and quantitative methods, which can considerably impact the quality of every phase ...
	2.2. The Participants of the Study

	The participants were six female and six male EFL pre-service teachers who were undergraduate students from faculty education at a public university in Kurdistan Region of Iraq (KRI). Additionally, eight EFL teachers were interviewed to have better an...
	2.3. The Data Collection Instruments

	Since both qualitative and quantitative methods were used in the study, two primary instruments were employed to collect the data. The initial tool was a checklist, there were two parts and certain items consisted of the sections in which the number o...
	2.4. Data Collection Procedure

	Multiple methods were used in the data-collecting phase to obtain extensive insight into the challenges and strategies used in classroom management. Twelve pre-service teachers were assigned to the school to conduct their teaching practicum. Throughou...
	2.5. Data Analysis

	After the data collection procedure was completed, two different approached were used for the purpose of data analysis. Having said this, the numerical data was gained from the checklists and then anlysed by using SPSS (Statistical Package for the Soc...
	2.6.  Validity and Reliability

	Validity in research refers to the accuracy or truthfulness of the research tools and interpretations drawn from research findings (William, 2024). Therefore, the current study consulted an expert committee to ensure the effectiveness and accuracy of ...
	3. Findings and Discussion of the Study
	3.1. Results of the Checklist used for the Participants’ Diary

	The data collection method for the study involves diary writing by the participants, and a checklist instrument was developed to evaluate the participants’ diaries. The instrument consists of two domains, each including eight different statements. Thu...
	In the current research, gender differences were analyzed to determine the difference between the two pre-service genders in terms of classroom management challenges and strategies. The t-test was employed to know the differences. Therefore, we fail ...
	Table 1.  Pre-Service Gender Score Comparison
	3.1.1 The Results of the Checklist for the  Classroom Mangement Challenges

	This section consisted of eight items. The mean and standard deviation scores were obtained according to the diaries' checklist. The first statement, “The pre-service teachers encountered the behavior problems differ in frequency and intensity.” This ...
	Table 2.  Descriptive Statistics on the Challenges and Problem
	The study reveals that pre-service teachers face various behavior problems, which can be exacerbated by various factors such as the procedures, policies, and instructional strategies used, as well as the challenges posed by class size.
	3.1.2.  The Checklist Results for Classroom Management Strategies

	The second section of the checklist focused on the pre-service teachers’ classroom management techniques and strategies during school practice period. This category has eight items in the framework used to gather data. As shown in Table 3, the first s...
	Table 3.  Descriptive Statistics on the Techniques and Strategies
	The study found that pre-service teachers' classroom management techniques during their practicum showed moderate effectiveness, with moderate creativity, self-regulation, and engagement. They faced challenges in managing disruptions and exhibited a n...
	3.2.  Results of the Semi-Structured Interview

	As mentioned in the methodology section, the semi-structured interview was used as the data collection instrument. Interviews were conducted with university professors who observed the pre-service teachers during their school practice period. The rati...
	3.2.1.  Theme One: The Management Strategies and Disruptive Behaviors
	These questions and the theme were developed to determine whether the pre-service teacher’s management strategies and techniques encourage the students to engage in more disruptive behaviors. Having said this, Participant A revealed that student misbe...
	3.2.2.  Theme Two: Time Management and Content Contribution
	The main aim of this question and the theme was to know whether pre-service teachers' time management and the content of the lessons were the cause of the classroom problems and difficulties faced by pre-service teachers during school practice. During...
	However, inexperienced teachers struggled with time management, resulting in rushed lessons and unchecked homework. In the sense of that, Participant D observed that pre-service teachers could use the 40-minute lesson to include revision, introduce ne...
	3.2.3.  Theme Three: Classroom Issues and External Violence
	The main goal of this theme was to find out the problems and causes of the violence faced by pre-service teachers during school practice. In other words, this is to know whether these behavior problems caused by students’ families or societies. Accord...
	3.2.4.  Theme Four: Managing Time to Address Misbehaviors
	This theme aimed to determine whether the pre-service teachers manipulate time in dealing with misbehaviors. Participant A believed role-playing effectively prevents misbehavior by keeping students focused and involved. These strategies significantly ...
	This showed that the teachers were not yet fully equipped to handle classroom disruptions independently. Participant C highlighted that pre-service teacher can effectively manage time and misbehavior by establishing routines, redirecting focus, addres...
	3.2.5.  Theme Five: Ensuring a Safe and Comfortable Learning Environment
	The purpose of this theme was to know about the strategies used by the pre-service teacher to maintain a safe and comfortable learning environment. Participant A highlighted that pre-service teacher struggled to manage classroom issues and create a fr...
	In many cases, the teacher invited them to sing the school motto, draw a related funny picture on the board, or even make a joke to boost them up. Respondent D stated that they generally could not do so because the learning environment in public schoo...
	3.2.6.  Theme Six: Consistency in Applying Rules and Penalties
	The current theme was developed to explore the nature of the rules and penalties used by pre-service teachers in terms of consistency and impartiality. Participant A highlighted that I could not generalize this to all pre-service teachers, but I notic...
	3.3. Discussion
	This research provides a valuable understanding of the pre-service teachers' challenges, problems, techniques, and strategies for managing teaching classrooms during school practice. Using a 5-point Likert scale checklist ranging from "Completely Unsa...
	The behavior problems and challenges beginning or pre-service teachers face vary in frequency and intensity. As illustrated in Table 2, the data analysis from the participant diary and the checklist is satisfactory, but the pre-service teachers encoun...
	On the other hand, the findings revealed that classroom management problems bother students and teachers during teaching practice in the schools since the data analysis is satisfactory. Likewise, the teacher’s classroom management policy did not contr...
	As illustrated in Table 2, the data discovered that the class size did not affect the pre-service teachers during school practice because they scored unsatisfactory on the Likert scale. Additionally, the data analysis revealed that time management was...
	Regarding the techniques and strategies implemented by the pre-service teachers, the data revealed that they were not creative in developing classroom management strategies and did not encourage self-regulating strategies to manage student behavior, a...
	Another statement in this checklist section addresses the nature of the strategies and techniques, specifically whether they engage learners in class activities. It scored neutral. The obtained data from the checklist revealed that the pre-service tea...
	The data analysis from the checklist given from the diaries revealed that the participants did consider the diversity of students because they scored unsatisfactory. It can be interpreted that the pre-service teachers neglected one of the vital aspect...
	The rewards and punishment are the two strategies and techniques teachers employ as positive reinforcement in dealing with classroom on-task and off-task behaviors. This item scored neutral from data analysis. Fuad et al. (2021) mentioned that punishm...
	The analysis of interview data discovered that pre-service teachers’ strategies to deal with disruptive behaviors were ineffective. This means that the lack of effective strategies and techniques was a recurring theme, with several observers expressin...
	Presumably, time management is one of the difficulties preservice teachers face in classroom management routines. The results showed that the pre-service teachers did not have good time management. One of the interviewees replied that “the pre-service...
	Moreover, preservice teachers face behavior problems, and this current research intends to know the nature and causes behind them. One of the teachers who observed the pre-service during school practice mentioned that “most student misbehavior stems f...
	All teachers should provide a safe school environment or movement to deliver good lessons and content. In this study, the researchers tried to find whether the pre-service teachers granted it. The obtained results from the interview responses showed t...
	4. Conclusion
	The research reveals that pre-service teachers face various challenges, including classroom management, behavior issues, class size, time management, and intrinsic motivation. They lack creativity in developing strategies and do not encourage self-reg...
	4.1 Implications
	These study results and findings can have implications for university course designers, professors, administrators, and researchers. First, university programs and curricula need to reflect the teaching processes in schools. Second, university profess...
	4.2 Limitations and Recommendations for Future Studies
	It is important to note that this study was conducted at a public university in the KRI and focused on the content of the teachers' curriculum, specific pre-service teacher skills, and the application of these methods in the classroom. Additionally, t...
	Acknowledgment
	We express our gratitude to Soran University and the academic staff of the English Departments for their support and for providing research facilities. We also sincerely thank the participants of the study for their willing participation and cooperati...
	Declarations

	REFERENCES
	Akyıldız, S. T., & Ahmed, K. H. (2021). An overview of qualitative research and focus group discussion. International Journal of Academic Research in Education, 7(1), 1-15. https://doi.org/10.17985/ijare.866762
	Bamrungsin, P., & Khampirat, B. (2022). Improving professional skills of pre-service teachers using online training: applying work-integrated learning approaches through a quasi-experimental study. Sustainability, 14(7), 4362. https://doi.org/10.3390/...
	Burden, P. R. (2025). Classroom management: Creating a successful K-12 learning community. John Wiley & Sons.
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