Assessment of the Role of Teachers in Classroom Management in Secondary Schools in Nigeria

Assessment of the Role of Teachers in Classroom Management in Secondary Schools in Nigeria

CHAPTER ONE

Objective of the Study

The main purpose of this study is to investigate the role of teachers in classroom management in secondary schools in Enugu Education zone of Enugu state. Specifically, the study intends to:

1. Find out the perception of teachers on classroom management skills in secondary schools in Enugu Education zone of Enugu state.
2. Ascertain teachers’ perception of quality performance in secondary schools in Enugu Education zone of Enugu state.
3. Identify the various classroom management skills needed by teachers for quality performance in secondary schools in Enugu Education zone of Enugu state.
4. Examine the extent teachers’ classroom management skills promote quality performance in secondary schools in Enugu Education zone of Enugu state.
5. Suggest measures for improving the role of teachers in classroom management in secondary schools in Enugu Education zone of Enugu state.

CHAPTER TWO

REVIEW OF LITERATURE

This chapter reviewed literature related to this study. The review is organized into three sub-headings: the conceptual framework, theoretical framework, empirical studies and summary of literature review.

Conceptual Framework

• Concept of Classroom
• Concept of Management
• Concept of Classroom Management and classroom management skills.

Theoretical Framework

• Human Relations Theory
• Behavioural Science Theory
• Systems Theory

Review of Empirical Studies

Summary of Literature Review

Conceptual Framework

Concept of Classroom

The classroom is a critical part of schools’ environment. It is where instruction is co-coordinated and facilitated to achieve school objectives and goals of education in general. Classroom has been defined in different ways by many authors, all pointing at the same direction. A class has been defined as a group of student of varying age range and level of intelligence, from different socio economic status who are taught together in a particular place (Oboegbulem, 2011). A classroom is just a place or geographical space where any activity such as education can be carried out.

The education activity can only be achieved, if there is meaningful instruction in the classroom. According to Ezeocha (1990) classroom is a room where students of different characteristics are taught for the purpose of proper organization and effective classroom management. In his own view, Akubue (1991) described classroom as one important place in the operation of a school which holds students together and offers them the opportunity of achieving the purpose of education. Similarly, Ogbonna (2008) upheld that a classroom is a geographical space occupied by a group of learners of similar characteristics. The similar characteristics can be age range, sex, colour, physique, level of intelligence, among others.

In any instructional activity of schools, the classroom plays a very vital role. This is because; the greater aspect of instructional activity of schools usually takes place in a classroom and classroom holds students together and offers them the opportunity for group effort and interaction. Classroom provides opportunity for educational plans to be carried out and research findings tested and tried out. The classroom is a place where curriculum is co-ordinated and various types of instructional efforts are assembled. According to Akintunde (2004) classroom is the builder of tomorrow’s consciousness where teachers who are motivational coaches empower learners with sacred intrinsic and fundamental values in the process of social engineering.

Classroom provides opportunity and environment for trained professional and competent teachers to exercise authority and control over instruction through utilizing knowledge, patience, self confidence, self respect, status and control of students. Ogbonna (2008) maintains that classroom is a place where teachers as change agents through their daily impressions upon the fertile field of the students’ minds, often form and re-form the future scheme of things. Students exhibit various behaviours arising from attitude, social class, ethnicity, bias, idiosyncrasy, whims and caprices in the classroom. The behaviours require conscious manipulations by the class teacher to bring about effective instruction.

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CHAPTER THREE

RESEARCH METHOD

This chapter describes the methods and procedures to be adopted in this study. They include the design of the study, area of the study, population of the study, sample and sampling technique, instrument for data collection, validation of the instrument, reliability of the instrument, method of data collection and method of data analysis.

Design of the Study                                                                                                              

This study is a descriptive survey research design which aims at investigating the role of teachers in classroom management in secondary schools in Enugu Education zone of Enugu state. Descriptive survey design, according to Ali (2006), is a study in which a group of people or items are studied by collecting and analyzing data from few people or items considered to be a representative of the entire group. Similarly, Nworgu (2006) defined descriptive survey design as a type of study which aims at collecting data on, and describing in a systematic manner, the characteristics, features or facts about a given population. Hence, the researcher sees it necessary to use this design because; it uses a representative sample of the entire population.

Area of the Study                                                                                                     

The study was carried out in Enugu Education Zone of Enugu state. Enugu Education zone is made up of three local government areas namely; Enugu East, Enugu North and Isiuzo local government area, with its zonal education head office located at Enugu. Enugu Education zone is located in the central part of Enugu state of the south eastern Nigeria with average population of 345,250 people out of a total population of 1,671,795 people that make up Enugu State (source: Enugu State National Population Commission). The inhabitants of this area are mainly traders and farmers due to the nature of the environment. They are also educationally minded people. As a result of this, many educational institutions are established in the area. The presence of these educational institutions encourages people of the area to be concerned in the activities going on in the schools within the area especially, teachers’ effectiveness and students’ behaviour and performances. This informs the choice of this education zone as the area of this study.

Population of the Study                                                                   

The population of this study comprised all the supervisors of education, all the principals, and all the teachers in the 35 public secondary schools in Enugu Education zone of Enugu State. Available data show that there are eight education officers, thirty five government secondary schools, 35 principals and 1,552 teachers in Enugu Education zone of Enugu State. Enugu East Local Government Area has 13 public secondary schools, 13 principals and 738 teachers while Enugu North Local Government Area has 14 public secondary schools, 14 principals and 647 teachers and Isi-Uzo Local Government Area has 8 government secondary schools, 8 principals and 167 teachers. (Source: Planning, Research & Statistics Division, PPSMB, Enugu. 2011/2012 Session).  See Appendix C pp72.

CHAPTER FOUR

RESULTS

This chapter presents the results of the data analyses based on the five research questions, and the two null hypotheses that guided the study. The major findings of the study are also presented in this chapter

Research question One

What are the perceptions of teachers on classroom management skills in secondary schools in Enugu Education zone?

Date presented on Table 1 above show the mean ratings of principals and teachers on the one hand, and education officers on the other hand, on the perception of teachers on classroom management skills in secondary schools in Enugu Education zone. Based on the data on Table 1 the two groups of respondents independently rated all the items “strongly Agree,” indicating that classroom management skills are essential quality that a teacher must have; that classroom management skills enable teachers to organize classroom activities effectively; that classroom management skills enable teachers to interpret classroom behaviours, that classroom management skills enable teachers to control classroom behaviours; that classroom management skills involve complete activities that create proper learning environment; and that classroom management skills aid teachers in setting the tone of the classroom. The cluster means are 3.42 (for principals and teachers) and 3.46 (for education officers) in a four-point rating scale with corresponding standard deviations of 0.69 and 0.76 respectively.

CHAPTER FIVE

DISCUSSION OF FINDINGS, IMPLICATIONS, RECOMMENDATIONS, CONCLUSION AND SUMMARY

This chapter presents the discussion of the findings of the study, conclusion, the implications of the research findings, recommendations, limitations of the study, and suggestions for further research. The procedure adopted is that all five research findings were discussed with the two null hypotheses.

Discussion

Perceptions of Teachers on Classroom Management Skills in Secondary Schools.

With reference to research question one which dealt with perceptions of teachers on classroom management skills in secondary schools, evidence from the study shows that the principals and teachers and Education officers share the view that classroom management skills are essential quality that a teacher must have; such skills enable teachers organize classroom activities effectively; and enable teachers interpret and control classroom behaviours. According to them, classroom management create proper learning environment and aid teachers in setting the tone of the classroom.

The findings agree with Durosaro and Ogunsaju (2006) who contended that for a class manager to perform his/her role effectively in assuring quality in the classroom, he/she should be able to have such skills as listening, encouraging, dissuading, watching, judging, decision-taking and modeling. The finding agree with Newman, Murray and Dussier (2004) that how the teacher manages his/her class influences students behaviour. The findings agree with Wigwe (2003) that classroom management skills are critical part of the total behaviour of teachers. The findings agree with Mendler (2000) that effective classroom management skills minimize or even eliminate disruptive behaviour when it does occur.

Teachers’ Perception of Quality performance in Secondary Schools.

The principals and teachers, and Education officers used for the study are of the view that teachers perceive quality as embracing all aspect of the school activities, which aim at providing efficient services; that it is yardstick for determining the standard of programmes and a systematic way of establishing quality improvement; that quality performance ensures that educational products are of high standard and that it entails supporting performance to accomplish high excellence.

The findings agree with Mbaji, Ebirim and Akwali (2012) that quality performance is the establishment of standard through various processes and activities that lead to the attainment of quality result. The findings agree with Ugboaja and ibiam (2010) that quality performance is a preventive measure applied in order to forestall the incidence of fault in the system. Ijaiya (2001) observed that quality performance is the yardstick for determining the standard of programmes which go on in any organization such as the secondary schools. The findings agree with Okebukola (2004) that quality  assurance is a process of continuous improvement in the quality of teaching and learning activities. The findings agree with Ogbonna (2008) who observed that quality performance is a means by which on education system ensures that the education it delivers will serve or meet the purpose for which it is intended. Omoregie (2008) views quality performance as the process of maintaining standards in products or services.

Classroom Management Skills Teachers Need for Quality performance in Secondary Schools

With reference to research question three which dealt with classroom management skills teachers need for quality performance, the respondents share the view that teachers need command of authority through their appearance; knowledge of their  subjects; knowledge of how to deliver their lesson; how to manage time; how to avoid shouting at students; and how to tell students what to do at any point in time.

The findings agree with Kotter (1992) that classroom management skills as the body of skills and competences that a teacher manifests in directing affairs in the classroom. The findings agree with Soyon want to teach (2012) that a teacher need such classroom management skills as authority, knowledge, time-management and patience is order to function effectively. Edwards (2000) observed that managing time in the classroom is an important skill that a teacher needs. The findings agree with Oboegbulem (2011) that the teachers personalitydete5rmine the classroom climate and the students’ behavior in the classroom. Soyon want to teach (2012) observed that a teacher needs not to lose control of the situation which his/her students start acting up at any point in time, and that a teacher needs to command authority through the way he/she looks.

Extent Teachers’ Classroom Management Skills Promote Quality performance in Secondary Schools

Regarding research question four of the study which dealt with the extent teachers’ classroom management skills promote quality performance, the respondents share the view that teachers’ classroom management skills promote quality performance by ensuring proper evaluation of educational goals; by motivating students to achieve academic excellence; and by helping in selecting appropriate procedure to be followed within the classroom. They also share the view that teachers’ classroom management skills promote quality performance by helping teachers to perform their roles effectively; by helping teachers in organizing the classroom environment; and by helping teachers in examining the outcome of school aims and objectives.

The findings agree with Arikewuyo (2004) that the ability of classroom teachers to assess and know the outcome of the school aims and objectives is determined by the classroom management skills posses by the teachers. Ogunsaja (2006) observed that teachers owe the responsibility to motivate and keep their students in high morale in order to obtain maximum efficiency and effectiveness. The findings agree Nwite (2012) that teachers’ classroom management skills promote quality performance by helping teacher in planning, monitoring, management and evolution of procedures adopted to measure the performance of students. The findings agree Ogunasaja (2006) who maintained that teachers need such classroom management skills as listening, encouraging, dissuading, modeling, among others, in order to perform their roles effectively. The findings agree with Fadokun (2005) that classroom management skills help teachers to be organized and consequently ensures good standard in the class and the achievement of quality in the educational system.

Discussion of Hypothesis One

Hypothesis one was accepted as postulated. The acceptance is understandable because the principals, the teachers, and the Education officers know how teachers’ classroom management skills promotes quality performance in secondary school, hence they share the same view on how teachers classroom management skills promote quality performance. Their knowledge of how teachers’ classroom management skills promote quality performance is indicated by their independent responses to research question four which are presented on Table 4.

Measures for Improving The role of teachers in classroom management in secondary schools

Regarding measures for improving teachers’ classroom management skills for quality performance, the respondents are of the opinion that some of the measures to be adopted to improve classroom management skills of teachers for quality performance in secondary schools include: supervising teachers’ activities in the classroom; organizing workshops for teachers on classroom management skills; and motivating teachers to participate in seminars. Other measures, according to the respondents, include: acquainting teachers with the latest innovative approaches to classroom management; and identifying and correcting areas of weakness in classroom management among teachers.

The opinions of the respondents agree with Ebirim (2012) that supervision help teachers develop skills for the purpose of improving classroom management and organization. The findings agree with Oboegbulem (2011) that principals should help teachers grow professionally by sending them to in-service training, organizing conferences and workshops for them. Nwite (2012) observed that consistent professional renewal and career development on classroom management skills is a welcome development to improve teachers’ managerial performance I classroom organization. The findings agree with Bear (2008) that teachers being acquainted with innovative approaches will enable them become more efficient in classroom management and ensure accomplishment of good standard in schools. Nwite (2003) maintained that teachers who participate in in-service training are better equipped to employ a number of interesting classroom management approaches to ensure effective classroom environment conducive for teaching and learning. The findings agree with Ijaiya (1991) who observed that identifying and correcting classroom management weaknesses in teachers can improve teachers’ classroom management skills and further ensure the maintenance of high standard not only in the classroom but in the schools at large.

Discussion of Hypothesis Two

Hypothesis two was accepted as postulated. The acceptance of this hypothesis is not surprising since the principals, teachers and Education officers are active players in teachers’ classroom activities and are therefore in the best position to know how to improve classroom management skills of teachers in order to achieve quality performance. Their knowledge of this is expressed by their independent opinions as presented on Table 6.

Conclusions

The following conclusions have been drawn from the major findings of the study

1. Classroom management skills should be possessed by every teacher because they enable teachers organize classroom activities effectively; and interpreter and control classroom behaviours.
2. Classroom management skills involve activities that create proper learning environment and aid teachers in setting the tone of the classroom.
3. Teacher perceive quality performance as embracing all aspects of school activities; ensures standard educational products, and aims at providing efficient services.
4. Quality performance is also perceived as a yardstick for determine the standard of programme and a way of establishing quality improvement.
5. Classroom management skills that teachers need include command of authority through their appearance (personality), being knowledgeable I their subjects, and knowing how to deliver their lessons.
6. Other classroom management skills need by teachers are knowledge of how to mange time, and knowledge of how to tell students what to do at any po8int in time.
7. Teachers’ classroom management skills promote quality performance in the sense that such skills ensure proper evaluation of educational goals, motivate students to achieve academic excellence, and help teachers in selecting the appropriate procedure to be followed in the classroom.
8. Such skills promote quality performance because they help teachers to perform their roles effectively and in organizing the classroom environment effectively.
9. Teachers’ classroom management skills can be improved through supervising teachers’ activities in the classroom and by organizing conferences, workshop and seminars for teachers on classroom management skills.
10. Other ways of improving teachers’ classroom management skills are identifying and correcting areas of weakness in classroom management among teachers.

Educational Implications of the Study

The findings of this study have some educational implications for the principals, teachers, supervisors, and the government.

1. The results of this study reveal that classroom management skills are essential for teachers. With this the principals, supervisors, teachers and the agency in charge of post primary schools can appreciate why students display disciplinary behaviors and perform below expectations due to lack of classroom management skills by teachers. The principals, supervisors, and agency in charge post primary education should use the information to know the areas teachers need consistent professional development and provide opportunities for teachers to acquire classroom management skills through workshops, conferences, seminars and other in-service training programmes.
2. The results have some educational implications for teachers who are supposed to possess classroom management skills for effectiveness. This findings are supposed to dispose them to appreciate the need to improve in their profession through in-service training programmes so as to be effective teachers. The study will therefore spur to explore all avenues to improve professionally.

The study reveal that teachers’ classroom management skills promote quality performance. The implication is that if quality performance must be achieved in secondary schools all stake holders must ensure that teachers are provided opportunities to acquire skills in classroom management in order that secondary school products will be of high quality.

The study reveal that certain measures, if adopted will improve teachers’ classroom management skills and ensure standard academic achievement of students. This implies that more attention should be paid to the acquisition of classroom management skills in teacher education institution through review of the curriculum to accommodate programmes that will expose teachers more to the acquisition of classroom management skills

Recommendations

In the light of the findings, and the educational implications of the study, the researcher makes the following recommendations

1. Teacher education institutions should pay more attention to imparting classroom management skills on teacher-trainees.
2. School principals should supervise teachers’ classroom activities more closely to ensure that teachers’ weaknesses in classroom management skills are corrected.
3. Conference, workshops, seminars, and other in-service programmes should be regularly organized for teachers to acquaint them with latest innovations in classroom management.
4. Quality performance can not be achieved in schools teacher do not posses and apply effective classroom management skills therefore all stakeholders should therefore encourage teachers to acquire classroom management skills.
5. Teacher’s classroom management skills should be improved to facilitate teaching and learning and ensure that students achieve the purpose of education.
6. Principals should involve teachers actively in school administration to enable the teachers feel recognized and therefore put in their best in classroom management.
7. Instructional materials and classroom facilities and equipment should be adequately provided to enable teachers display their expertise in classroom management.
8. Non-professional trained teachers should not be allowed to teach since they have not under gone any training in classroom management.

Limitations of the Study

Like every human endeavour, this study has been fraut with some limitations

1. Some respondents filled the questionnaire haphazardly which implied that their responses may not be the true position in the school studied.
2. The difference in location of the schools studied would be a limitation to a study of this nature. Generalizing from the opinions of the respondents from urban and rural schools on the same issue may not show the true state of teachers’ classroom management skills.

Suggestions for Further Studies

Based on the findings and limitations of this study, further research in this area could address

1. Classroom management skills of teachers as predictors of students’ achievement
2. Teachers’ evaluation of classroom management strategies in secondary schools in Enugu Education zone
3. A much more comprehensive study of classroom management skills of teachers involving Enugu state should be undertaken

Summary of the Study

Classroom management skill is an essential quality for classroom management packaged to enhance the minimum required for effective classroom management. Classroom management skills, to some extent, predict students’ behaviour and academic achievement. It is therefore a predictor of quality performance to some extent. This study was carried out to investigate the role of teachers in classroom management in secondary schools in Enugu Education zone. Five research questions and two hull hypotheses guided the study. Descriptive survey designed was employed for the study. A sample of 353 respondents, comprising 8 Education officers, 35 principals and 310 teachers, was used for the study. A 30-item questionnaire was administered to the 353 respondents. Real limit of numbers were used to interpret the data while mean scores and standard deviations were used to answer the research questions. The null hypotheses were tested at 0.05 level of significance using the t-test statistics.

The study revealed that classroom management skills are essential qualities teachers are supposed to have; that quality performance ensures that products of educational institutions are of high quality; that classroom management skills teachers need for quality performance include command of authority through their appearance/personality, and being knowledgeable; that teachers classroom to some extent promote quality performance. Some of the strategies to be adopted to teachers’ classroom management skills include workshops, conferences, and seminars, others are acquainting teachers with the latest approaches to classroom management; and identifying and correcting areas of weakness in classroom management among teachers.

Based on the findings, the researcher recommended that teacher education institutions should pay more attention to imparting classroom management skills on teacher-trainees, that workshops, conferences and seminars should be regularly organized for teachers; and that school principals should supervise teachers classroom activities more effectively.

REFERENCES

• Adeboyeje, R. S. & Afolabi, A. (1992). Classroom management. Ife: Oluwa Enterprises Nig. Ltd.
• Adesina, S. (1990). Educational management. Enugu: Fourth Dimension Publishing Company.
• Aghenta, J. A. (1998). Basic management functions. Journal of Studies in Educational Planning and Administration. 1(2), 13 -22.
• Ajayi, K. (2002). Effective supervision of instruction in schools. Paper presented at training workshop on school management and supervision, Abeokuta 3 – 9 May.
• Akintunde, I. O. (2004). Teachers as motivational coaches. How to unlock the hidden power in teaches. Abuja: Universal Communications Tansen Limited.
• Akubue, A. U. (1991). Classroom organization and management. A 5 point strategy. Owerri: Wisdom Publishers Ltd.
• Alagbu, C. (2008). Contemporary issues in management of secondary education in Nigeria. Nigerian Journal of Educational Management. (7), 152 – 159.
• Ali, A. (2006). Conducting research in education and social sciences. Enugu: Tashiwa Networks Ltd.
• Arikewuyo M. O.  (2004). Effective funding and quality performance in the Nigerian education system. A paper presented at the 1st National Conference of the Institute of Education, Olabisi Onabanjo University, Ago-Iwoye, 12-15 January.
• Barney, J. B. (1995). Looking inside for competitive acknowledge. Academy of Management Executive In Human Resources Management. 1(1), 19 -29.

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