ABSTRACT: The study examined Classroom Management Styles and Teaching Effectiveness among Secondary School Teachers. Three research questions were formulated. The survey design was employed in the study. The population of the study was 5823 students who registered for government in 2016/2017 academic session in all the 7 public secondary schools and 200 students in four intact classes formed the sample size of the study. The instrument for data collection was a Questionnaire on Classroom Management Styles and Teaching Effective (QCMSTE). The data collected were analyzed using simple percentage. Findings showed that authoritative, indulgent and permissive classroom management styles affect the teaching effectiveness among government teachers in secondary schools in Ikot Ekpene Local Government Area.
Based on the findings, it was recommended that: there is need for the development of positive attitude by teachers towards the effective management of their classroom during the teaching-learning process; this will encourage the development of their proficiency.
Classroom Management Styles and Teaching Effectiveness among Secondary School Teachers
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
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, 2008).
Many organizations like secondary schools are aimed at effective and efficient management of human and material resources available for the attainment of organizational goal. The classroom teacher is in charge with lots of functions to perform in the teaching learning process. One of the most challenging functions of the classroom teacher is classroom management and control. The teacher effectiveness in the classroom is assessed by his/her ability to use varied classroom management techniques to control students towards effective and meaningful learning during instruction. Ibanga (2014) posited that the ability to manage, lead and supervise students during the learning process has been shown to be an indispensible component of effective teaching and learning.
Moreso, in Nigeria where the challenge of over crowded hinders effective teacher instruction in the classroom. Therefore, for the classroom to serve its purpose, the teacher must be able to establisher 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.
Oyira (2006) reported that the variables that measure the classroom learning environment actually predict teaching effectiveness which directly influences the academic performance of students. All educational plans of a school involving teaching and learning take place in a classroom is the meeting point for both teachers and students where curricular activities are implemented. For these objectives to be achieved, the classroom must be in a conducive manner.
Similarly since the classroom is characterized by the a network of interpersonal relationship directed at the attainment of educational goals, this interpersonal relationship is seen as the reciprocal behaviour that occurs between individuals such as exchange of information, expression and mutual activities. Good classroom environment must be well ventilated, fully equipped with chairs and tables have adequate spatial arrangement, have sizeable chalkboard and good lighting system. These resources must therefore be effectively arranged by the teacher who assumes the position of a manager in the classroom.
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. Establishing that climate for learning is one of the most challenging aspects of teaching and one of the most difficult skills to master. 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. This can formed the background of this study to investigate classroom management styles and teaching effectiveness among secondary school teachers.
Classroom Management Styles and Teaching Effectiveness among Secondary School Teachers
1.2 Statement of the Problem
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. 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. This motivated the researcher to ask could classroom management style? Influence teaching effectiveness in government in secondary schools? The quest for providing answers to this question and many other necessitate this study.
