The Role Of Teachers In Effective Management Of The Classrooms In Secondary Schools In Calabar

Educational Management Project and Seminar Material

The Role Of Teachers In Effective Management Of The Classrooms In Secondary Schools In Calabar


Abstract


The study examines the role of the teacher in classroom management. The population of the study consist of the entire teachers of UNICAL Secondary School. Out of 52 staff, 27 were selected as the sample size. 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 if basically planning of lesson, 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 help to create a conducive environment that is conducive for learning and also facilitate lesson planning and class administration enhances teaching and learning. Classroom management influence the academic and moral development of student positively. But inspite of the positive effect and role of teachers in classroom management, it is constraint with challenges arising from lack of proper research in classroom management as well as lack of training of teachers on modern techniques of classroom management. As such, it is recommended that teachers should be trained and retrained through on-the-job training on classroom management techniques and approaches.


Chapter One


Introduction

1.1 Background of the Study

Classroom Management is about creation of positive learning environments. But the concept of positive learning environment is both broad and vague.

Despite educator’s 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 both 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 in (Jones, 2006). As Jones advocates, “at its best, classroom management is not only a means to effective instruction, it has also becomes a vehicle for providing students with a sense of community and increased skills in interpersonal communication, conflict management and self control.

Nevertheless, 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 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 constraint by classroom management because of the dynamic nature of teaching. On the other hand, the complexity of classroom setting also impede teaching sequel to the perception by beginning teachers that classroom management is complex. This is an obstacle to effective planning for positive learning environment. As such the subject matter: The role of teachers 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:

  1. To examine the function of teacher in classroom management.
  2. To identify the effectiveness of classroom management on student achievement in UNICAL Secondary School.
  3. To find out how classroom management influence development setting in UNICAL Secondary School.
  4. To identify the problem militating against classroom management in UNICAL Secondary School.

1.4 Research Questions

The following research questions will be used to guide the study:

  1. What are the functions of the teacher in classroom management in UNICAL Secondary School?
  2. What is the effectiveness of classroom management on students’ achievement in UNICAL Secondary School?
  3. How does classroom management influence development setting in UNICAL Secondary School?
  4. What are the problems militating against Classroom managements in UNICAL Secondary School?

1.5 Significance of the Study

The significance of a study of this magnitude cannot be overemphasized, local government education department, 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 in formulating strategies to effectively run their schools.

It should be noted that this study is of scholarly importance. As such teachers as well as students undertaking research work similar to the present study and other scholars alike who may wish to use this work as a reference material or a springboard for their own research, will find this study useful.


1.6 Scope of the Study

The scope of the study covers an empirical examination of the role of teachers in classroom management in UNICAL Secondary School; as well as the functions of the teacher in classroom management. The study equally covers the effectiveness of classroom management on students achievement in UNICAL Secondary School as well as the influence of classroom management on development and the problems militating against classroom management in UNICAL Secondary School.


1.7 Limitation of the Study

The following limitations were experienced in the course of this study:

  1. Financial issue was a major constraint because the researcher had issues meeting up with appointments with the respondents at the appropriate time.
  2. It was not possible for the researcher to use all the teachers in UNICAL Secondary School.
    The inclusion of all of them would have increased the creditability and generalization of the result of the study.

1.8 Definition of Terms

Teacher:

Lesson instructor and class manager in school (Okoh, 2002).

Educational Leadership:

This is the process of formulating and implementing educational policies in Schools (Bolam, 1999).

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.

Classroom Management:

This is planning and setting of rules procedures, disciplinary interventions and teacher-student Relationships in schools.

Educational Policy:

Policy is a statement of government on education.

Head Teacher:

A teacher who is in charge of primary school.

Administration:

This is the act of planning, organizing and coordination of human and material resources in order to implement government policy in primary school.

Teachers Education:

The training and retraining of teachers through further studies in institution of higher learning.

Transformational Leadership:

This is a leadership style that completed change old techniques to new and much more effective technique.

Teachers Knowledge:

Information, understanding and skills that teachers gain through education or experience.


1.9 Organizations of the study

The chapter one consist of the introductory part of the study which includes the study background, the statement of the research problem, the study objective and scope of the study.

The second chapter is a critical review of other literatures relevant to the study and its objectives including the theoretical framework for the study. While the third chapter is methods of data collection, sampling and data analysis used in conducting the study. The fourth chapter centres around the research findings including an analysis of how it relates to previous findings. The fifth chapter consists of the summary of findings, conclusion and recommendations base on the study objectives.


Chapter Five


Summary, Conclusion and Recommendations

This chapter discusses the findings of the study, educational implications of the findings are also highlighted and recommendation made. Limitations of the study are also indicated while suggestions for further research were also made.


5.1 Summary of the Study

The study centered on the examination the role of the teacher in classroom management. Four research questions and four hypotheses were formulated for the study. The population for the study consisted of 50 teachers while the sample for the study included a total of 27 respondents. Questionnaire was used as the instrument for data collection and was designed to elicit appropriate information from the respondents.

The reliability co-efficient of the instrument was calculated using Cronbach Alpha method. Alpha value was found to be 0.92 indicating high reliability of the instrument. Mean score and standard deviation were used to answer the research questions. Some of the major findings of the study indicated a great extent in relation to teachers using effective communication as classroom management skill for quality assurance secondary schools, the finding also showed a great extent teachers ensure discipline as classroom management skill for quality assurance in secondary schools.


5.2 Conclusion

The research study examined the examine the role of the teacher in classroom management. Based on the findings of the study, the following conclusions were drawn that, in classrooms, teachers do adopt and use effective communication in their teaching, ensure students discipline, motivate and manage their time as classroom management and control in secondary schools.

Based on the findings of the study, the researcher recommends that principals and teachers should always adopt and use different communication techniques that will enable students to decode any information pass across. Also principals and teachers should encourage students through motivation and rewarding outstanding students.

Findings from the study also revealed that, there is no significant difference between the mean scores of male and female teachers on the extent teachers use effective communication as classroom management in UNICAL Secondary School.


5.3 Recommendations

Based on the findings, the following recommendations were proffered:

  1. School principals and teachers should adopt different means of communication that will enable students to decode any information pass across to them.
  2. Secondary school management and teachers should adopt different means of inculcating discipline into their students such as punishment.
  3. School principals and teachers should always rewards and motivate their students through positive words, gift to any student who performs well.
  4. Secondary school management should also discourage teachers from spending beyond the normal period they have for a particular class. These will enable each teacher to plan and utilize their time.
  5. Teacher education institutions should pay more attention to imparting classroom management skills on teacher-trainees.
  6. School principals should supervise teachers’ classroom activities more closely to ensure that teachers’ weaknesses in classroom management skills are corrected.
  7. Conference, workshops, seminars and other in-service programmes should be regularly organized for teachers to acquaint them with latest innovations in classroom management.

5.4 Suggestion for Further Studies

It is suggested that, further research be carried out in the following areas:

  1. The present study was carried out in secondary schools in Calabar; further study can be conducted using primary school or institution of higher learning.
  2. Since the present study was conducted in public secondary schools in Calabar, further study can be carried out in another state in Nigeria.
  3. The present study was carried out in public secondary schools; therefore, further study can be carried out in private secondary schools.

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Frequently Asked Questions


How many principals and teachers in Calabar South?

The research design that was adopted for this study is the ex-post facto design. The population of the study comprised all principals and teachers in public secondary schools in Calabar South Local Government Area of Cross River State. There are 6 principals and 433 teachers in public secondary schools.

Do principals’ instructional supervisory practices affect teachers’ role effectiveness?

The perceived ineffectiveness of teachers in the performance of their duties in secondary schools in the country could be attributed to several factors. This study however, is restricted to the instructional supervisory practices of principals as a potent factor in teachers’ role effectiveness.

How effective is instructional supervisory practice of classroom observation?

The finding of the study revealed that there is a significant positive relationship between instructional supervisory practice of classroom observation and teachers’ role effectiveness. This is corroborated by the view of Charles, Chris and Kosgei (2012) who suggested that head teachers need to effectively supervise teachers.

How can the government promote effective instructional supervision in schools?

Government through the Ministry of Education should organize training programmes for principals as well as teachers on the need for effective instructional supervision in other to enhance teachers’ role effectiveness. 

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