Abstract:

Classroom management is among the most critical challenges that pre-service teachers encounter. This research utilised a qualitative research design to reveal problems associated with classroom management and coping strategies. Ten Libyan pre-service teachers from secondary schools in Zintan city took part in the research. Participants were picked randomly and asked to participate in online semi-structured interviews. The data analysis revealed some primary categories of classroom issues for teaching, including mixed-ability classes with high-class numbers and seating arrangements. In addition, the research revealed that all pre-service teachers agreed that behavioural issues might interfere with the teaching and learning process. Further, all pre-service teachers agreed that having a large class size influences their instruction effectiveness and assessment. In addition, the course book design needs revisiting and modifications to suit all levels of students in the classroom. Finally, various coping mechanisms were elicited to address each issue mentioned.

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