Novice Teachers Coping with Disciplinary Flaws in EFL Classrooms: An investigation of the Secondary Level at Ain -Temouchent

Abstract

The main purpose of this research work is to investigate the most common challenges that novice EFL teachers face during their initial years, and more particularly new teachers working at Abi Dar El Ghafari secondary school in the community of Hamam Bouhdjar. We have collected data through the use of two distinct research instruments, namely a questionnaire and classroom observation. The questionnaire has been administered to EFL pupils, whereas classroom observation has been designed to both EFL novice teachers and learners. The data gathered from this inquiry have been examined and analyzed both quantitatively and qualitatively, and, therefore, the results obtained have revealed that EFL novice teachers suffer intensively during the early five years of their teaching experience, and the central flaw lies within the disruptive behaviour from the part of learners. Moreover, the negative outcomes resulting from our inquiry are directly related to the idea that EFL new teachers should go through training programmes before they engage in the teaching profession, and finally, some useful solutions and recommendations have been proposed in order to improve beginners’ teaching methods.