CLASSROOM MANAGEMENT STYLES AND TEACHING EFFECTIVENESS AMONG SECONDARY SCHOOL TEACHERS

CLASSROOM MANAGEMENT STYLES AND TEACHING EFFECTIVENESS AMONG SECONDARY SCHOOL TEACHERS
CLASSROOM MANAGEMENT STYLES AND TEACHING EFFECTIVENESS AMONG SECONDARY SCHOOL TEACHERS

CLASSROOM MANAGEMENT STYLES AND TEACHING EFFECTIVENESS AMONG SECONDARY SCHOOL TEACHERS

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

 

CHAPTER ONE         –       INTRODUCTION

1.1    Background to the Study

1.2    Statement of the Problems

1.3    Purpose of the Study

1.4    Significance of the Study

 

1.5    Research Questions

1.6     Delimitation of the Study

1.7     Limitation of the Study

1.8     Definition of Terms

 

CHAPTER TWO        –       REVIEW OF LITERATURE

CHAPTER THREE     –       RESEARCH METHODOLOGY

3.1    Research Design

3.2    Research Area

3.3    Population of the study

3.4    Sample and Sampling Technique

 

3.5    Instrument for Data Collection

3.6    Validation of Instrument

3.7    Administration of the instrument

3.8    Method of Data Analysis

 

CHAPTER FOUR – PRESENTATION OF RESULT AND DISCUSSION OF FINDINGS

4.1    Presentation of Result

4.2    Discussion of Findings

CHAPTER FIVE – SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1    Summary

5.2    Recommendations

5.3    Conclusion

5.4    Suggestion for further Study

References

Appendix          

 

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Without a doubt, classroom management is a significant part of an effective teaching learning process. Due to an effective classroom management, students achieve academically higher in a good class climate and environment. From the students perspective effective classroom management provides them the opportunities to socialize themselves while learning and from teachers perspective, effective classroom management provides them the opportunities which involves precautionary discipline and fruitful teaching (Okoli, 2023).

Ibanga (2023) posited that the ability to manage, lead and supervise students during the learning process has been shown to be an indispensable component of effective teaching and learning.

 

CLASSROOM MANAGEMENT STYLES AND TEACHING EFFECTIVENESS AMONG SECONDARY SCHOOL TEACHERS

Moreover, in Nigeria where the challenge of overcrowded hinders effective teacher instruction in the classroom. Therefore, for the classroom to serve its purpose, the teacher must be able to established order. This requires him/her to have the knowledge, attitude, and skills necessary. He/she must be able to establish report with the students in the processes of establishing ground rules for behaviour and being accountable for their actions, manage transitions during instructions and motivate students to maximize time-on-task, supervise students in their learning activities and lastly deal with students’ misbehavior effectively.

Also, Oyira (2016) reported that the variables that measure the classroom learning environment actually predict teaching effectiveness which directly influences the academic performance of students. Effective classroom management is much more than just administering corrective measures when a student misbehaves, it’s about developing proactive ways to prevent problems from occurring in the first place while creating a positive learning environment.

 

In addition, establishing that climate for learning is one of the most challenging aspects of teaching and one of the most difficult skills to master. Hence, for those new to the profession, failure to set the right tone will greatly hinder your effectiveness as a teacher.

Indeed, even experienced teachers may sometimes feel frustrated by classroom management issues strategies that worked for years suddenly become ineffective in the face of some of the challenges today’s students bring with them to the classroom. Therefore, this study aimed to examine classroom management styles and teaching effectiveness among secondary school teachers.

 

1.2   Statement of the Problem

Undeniably, the classroom is the heart of any educational system no curriculum planning is complete without implementation and evolution, both of which are mainly carried out in the classroom. Most of the class activities take place while students are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many secondary schools in the country.

However, the importance of a good classroom management is the realization of educational objectives cannot be over-emphasized.

 

Teaching and learning is all embracing involving a wide range of activities such as writing on chalkboard, establishment and maintenance of the classroom environment, discussing with students, demonstrating a procedure, supervising students classroom, reading and marking of assignment. Hence, good classroom environment enhance effective teaching and learning in schools.

Unfortunately, inspite of huge benefit of education to development, classroom management becomes one important issue that threatens the achievement of educational objectives in Akwa Ibom State and in Ikot Ekpene Local Government Area in particular.

 

The researcher observes that while some teachers are cordial in their relationship with the students others are either volatile in their interactions with their students in the classroom. Many others do not even border to enforce any type of discipline on the students at all.

The researcher further observes that the authoritative style and indulgent styles of classroom management have high involvement of students, the authoritarian and permissive styles is characterized by low involvement of students and can be said to be teacher-centered. Therefore, this motivated the researcher to examine classroom management styles and teaching effectiveness among secondary school teachers.

 

1.3   Purpose of the Study

The main purpose of this study was to investigate classroom management styles and teaching effectiveness among secondary school teachers. Specifically, the study intends to:

  1. Investigate authoritative management style and teaching effectiveness among secondary school teachers.
  2. Examine indulgent classroom management styles and teaching effectiveness among secondary school teachers in government.
  3. Find out the effect of permissive classroom management style on teaching effectiveness among secondary school teachers.

 

1.4   Significance of the Study

Findings obtained from this study will be significant in the following ways:

(i)     It will serve as a guide to educational administrators especially the inspectorate on the need to enhance inspection and supervision of teacher activities in secondary schools.

(ii)    It will enlighten teachers on the choice of classroom management style that could create positive effects on students learning especially in Government.

(iii)    It will also help the school administration in providing a source of reference for them to understand the need for providing a motivating learning environment for teachers.

(iv)  Lastly, it will serve as a reference manual for future researchers on related issues.

 

1.5   Research Questions

The following research questions were formulated in line with the purpose of the study:

(i)     To what extent does authoritative classroom management style influence the teaching effectiveness among secondary school teachers in Government?

(ii)    To what extent does indulgent classroom management style influence the teaching effectiveness among secondary school teachers in Government?

(iii)    To what extent does permissive classroom management style influence the teaching effectiveness among secondary school teachers in Government?

 

1.7   Limitation of the Study

In the process of conducting the investigation in to classroom management styles and teaching effectiveness among secondary school teachers in Government, the significantly threatened the suckers of this study these problems however presented themselves in the form of inadequate time frame allocated by the school authority for the researcher to complete and submit the report of the study.

Secondly, financial constraints in terms of purchase and processing materials use for the study which the insufficiency of funds could not help the  researcher to cover wider scope on the topic and thirdly, the geographical landscape, that is the rigidity of the area. Consequently, findings of this result could not be generalized.

 

Operational Definition of Terms

The following words were found necessary to define so as to help the reader to understand the material presented.

Classroom: Classroom is a room dedicated primarily for teaching and learning activities. 

Classroom Management Styles: Classroom management style is the strategy that is develops to help solve various problems within the field which include authoritative, indulgent and permissive.

Teaching Effectiveness: This is the effective impartation or delivery of learning concept to learners in the field.

 

Conclusion

In conclusion, increasing teaching effectiveness of teachers and that permissive classroom management style give students freedom at work does not monitored students participation in class as well as lack of supervision of students activities in the class which result in lack of participation of students leading to poor academic performance of student which shows ineffectiveness in the teaching of government in secondary schools.

 

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