Assessment of the Role of Teachers in Classroom Management in Secondary Schools in Nigeria
The study examines the role of the teacher in classroom management. The study population consists of the entire teachers of Rimi College Kaduna. Out of 52 staff, 27 were selected as the sample size. The questionnaire constituted the instrument of data collection. The mean (x) was used to analyze the five liker questionnaires based on the research questions. The analysis indicated that the function of the teacher in classroom management is basically planning lessons, inculcating discipline, delegating responsibility and ensuring decorum that will make such class conducive for teaching and learning. Classroom management is effective on students’ achievement because helps to create a conducive environment for learning and facilitates lesson planning, and class administration enhances teaching and learning. Classroom management influences the academic and moral development of student positively. But inspite of the positive effect and role of teachers in classroom management, it is a constraint with challenges arising from lack of proper research in classroom management as well as lack of teachers’ training on modern classroom management techniques. As such, it is recommended that teachers should be trained and retrained through on-the-job training on classroom management techniques and approaches.
Classroom Management is about the creation of positive learning environments. But the concept of a positive learning environment is both broad and vague.
Despite educators’ concerns with the nature of classroom learning environments, few recent studies have investigated either teachers’ knowledge or practices of classroom management in positive learning environments. As such, there is inadequate understanding of how teachers support engaged learning and positive social interaction (Oakes, 2009).
In this regard, so many writers and researchers have urged educators to move toward broader and more comprehensive positions on issues of classroom management (Jones, 2006). As Jones advocates, “At its best, classroom management is not only a means to effective instruction, it has also become a vehicle for providing students with a sense of community and increased skills in interpersonal communication, conflict management and self control.
Nevertheless, the lack of recent empirical evidence has left educators without clear direction and understandings of what knowledge and practices teachers utilize in creating and managing socially complex learning environments. It is as if educators understand the blueprints for a house but not the tools with which to construct it. As such, educators are hampered in their efforts to provide prospective teachers with the appropriate tools to implement their visions for establishing a positive learning environment. It is against this background the researchers sees the subject matter of this research as an empirical issue worthy of investigation.
1.2 Statement of the Problem
The difficulty of novices in dealing with the complexities of teaching and the social immediacy of the classroom is no small issue. This is so because most teachers are constrained by classroom management because of the dynamic nature of teaching. On the other hand, the complexity of the classroom setting also impedes teaching sequel to the perception by beginning teachers that classroom management is complex. This is an obstacle to effective planning for a positive learning environment. As such, the subject matter, teachers’ role in classroom management, is seen as an empirical issue worthy of investigation.
1.3 Objective of the Study
The central objective of this research is to examine the role of the teacher in classroom management; the specific objectives are:
To examine the function of teachers in classroom management.
To identify the effectiveness of classroom management on student achievement in Rimi College, Kaduna.
To find out how classroom management influences the development setting in Rimi College, Kaduna.
To identify the problem militating against classroom management in Rimi College, Kaduna.
1.4 Significance of the Study
The significance of a study of this magnitude cannot be overemphasized; local government education departments, state and federal ministries of Education involved in policy formulation and implementation, school management, incoming students and above all, teachers as well as researchers will find this really significant especially as they utilize the findings.
To the local government departments as well as state and federal ministries of education engage in policy formulation and implementation, the finding of this study can be used as a basis for enacting policies that will effectively improve the quality of classroom management and standard of education.
School management can also use the result of this study as an insight into formulating strategies to effectively run their schools.
It should be noted that this study is of scholarly importance. As such, teachers and students undertaking research work similar to the present study and other scholars who may wish to use this work as reference material or a springboard for their own research will find this study useful.
1.5 Research Questions
The following research questions will be used to guide the study:
What are the functions of the teacher in classroom management at Rimi College, Kaduna?
What is the effectiveness of classroom management on students’ achievement in Rimi College Kaduna?
How does classroom management influence the development setting in Rimi College Kaduna?
What are the problems militating against Classroom management in Rimi College Kaduna?
1.6. Research Hypothesis
H0: there is no significant effect of classroom teachers on classroom management in secondary schools in Nigeria
H0: there is a significant effect of classroom teachers on classroom management in secondary schools in Nigeria
1.7 Scope of the Study
The scope of the study covers an empirical examination of the role of teachers in classroom management in Rimi College Kaduna, as well as the functions of the teacher in classroom management. The study equally covers the effectiveness of classroom management on student achievement in Rimi College Kaduna as well as the influence of classroom management on the development and the problems militating against classroom management in Rimi College.
1.8 Definition of Terms
1. Teacher: Lesson instructor and class manager in school (Okoh, 2002).
2. Educational Leadership: This is the process of formulating and implementing educational policies in Schools (Bolam, 1999).
3. School Management: This is an act of getting things done through planning, organizing, coordinating and monitoring school activities in order to achieve the school goal.
4. Classroom Management: This is the planning and setting of rules, procedures, disciplinary interventions and teacher-student Relationships in schools.
5. Educational Policy: Policy is a statement of government on education.
6. Head Teacher: A teacher who is in charge of primary school.
7. Administration: This is the act of planning, organizing and coordinating human and material resources in order to implement government policy in primary school.
8. Teachers Education: The training and retraining of teachers through further studies in an institution of higher learning.
9. Transformational Leadership: This leadership style completely changes old techniques to new and much more effective ones.
10. Teachers’ Knowledge: Information, understanding and skills that teachers gain through education or experience.
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