Proactive classroom management is associated with increased teacher wellbeing and improved student learning outcomes. Yet research indicates that many teachers over-report and underuse practices associated with this approach. The research findings reported here were drawn from semi-structured interviews conducted with 26 government secondary school teachers in Queensland, Australia. These teachers favoured a classroom management approach based on establishing positive relationships with students, but they raised challenges related to cultivating student engagement, meeting the diverse needs of learners and adherence to school disciplinary procedures. Although they felt generally confident with classroom management and were relatively satisfied with student behaviour, they identified a need for better initial teacher preparation, improved induction support and opportunities for ongoing professional development for classroom management.

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对主动课堂管理的影响：昆士兰公立中学教师的看法

积极的课堂管理与增加教师福利和改善学生学习成果有关。然而研究表明，许多教师过度报告和未充分利用与这种方法相关的做法。此处报告的研究结果来自对澳大利亚昆士兰州 26 名政府中学教师进行的半结构化访谈。这些教师赞成基于与学生建立积极关系的课堂管理方法，但他们提出了与培养学生参与度、满足学习者的多样化需求和遵守学校纪律程序相关的挑战。尽管他们总体上对课堂管理充满信心并且对学生的行为相对满意，但他们认为需要更好的初始教师准备，