This
study aims to explore: 1) the profile of certified English teachers with good
CMSE, 2) teachers’ perception of PPG programs, 3) teachers’ experiences in PPG,
and 4) how the teachers’ perception of CMSE is reflected in the classroom
practice. This study also adopted the CMSE scale developed by Salter and Main
(2020). The present study used a case study approach, and a questionnaire to
collect the data, and validated through an in-depth interview and observation.
The data was analyzed using an interactive model.
The findings revealed that: 1) the profile of certified English teachers
with good CMSE was perseverant, highly motivated, and sociable, 2) the teachers
perceived the PPG Program provided activities to develop classroom management
self-efficacy, 3) through experiences by themselves, seeing other experiences,
other's advice, and their emotional arousal during PPG increase not only
knowledge and skill but also CMSE, and 4) teachers’ perceptions of CMSE are
reflected in their classroom management, which includes controlling student
behavior, developing instructional strategies, and communicating with students.
The present study suggests that professional development can improve someone's
self-efficacy including in conducting classroom management. Therefore,
participating in a professional development program is suggested for the
teachers to keep and increase their CMSE.
