ANALYSIS OF PRIMARY SCHOOL TEACHERS’ CLASSROOM MANAGEMENT PRACTICES: IMPLICATION FOR TEACHER EDUCATION CURRICULUM
Abstract
The study investigated teachers’ classroom management practices with the aim of determining their effectiveness for curriculum delivery. A total of one hundred (100) primary school teachers from ten (10) randomly selected primary schools from Kaduna metropolis were used for the study. A questionnaire tagged “Analysis of Primary School Teachers’ Classroom Management Practices” (APSTCMP) was used to collect data from respondents. The result of the findings revealed that pupils in classrooms with highly structured classroom management practices demonstrated more appropriate behaviour and positive learning outcome than students in classrooms haphazardly managed by teachers. It was therefore concluded that classroom management practices provide the structure to support teacher behaviour thus increasing the success of classroom instruction. Teacher proficiency in classroom management is therefore, necessary to ignite successful environments that will encourage appropriate student behaviour and positive learning outcome. It was therefore recommended among others, that the curriculum for teacher training colleges should include an in-depth programme or course in classroom management skills in order to provide teachers with content knowledge and opportunities to develop proficiency in classroom management.
Article visualizations:
Keywords
References
Bello, J.Y (1981). Basic Principles of teaching. Ibadan, Spectrum Book Ltd.
Baker, P. H. (2005). Managing student behaviour: How ready are teachers to meet the challenge? American Secondary Education, 33, 51-64.
Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15, 5-13.
Browers A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
Colvin, G., Kame‟enui, E. J., & Sugai, G. (1993). Reconceptualizing behaviour management and school-wide discipline in general education. Education and Treatment of Children, 16, 361-381.
Evertson, C. M., Emmer, E. T., Sanford, J. P., & Clements, B. S. (1983). Improving classroom management: An experiment in elementary classrooms. The Elementary School Journal, 84, 172-188.
Evertson C. M., & Weinstein, C. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. Weinstein (Eds.), Handbook of Classroom Management: Research, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60, 30-33.
Lewis, T. J., & Sugai, G. (1999). Effective behaviour support: A systems approach to proactive school wide management. Focus on Exceptional Children, 31, 1-24.
Oliver, R. M., & Reschly, D. J. (2010). Teacher preparation in classroom management: Implications for students with emotional and behavioural disorders. Behavioural Disorders, 35, 188-199.
Rose, L. C., & Gallup, A. M. (2005). The 37th annual Phi Delta Kappa/Gallup poll of the public‟s attitudes toward the public schools. Phi Delta Kappan, 87(1), 41-57.
Shinn, M. R., Ramsey, E., Walker, H. M., Stieber, S., & O‟Neill, R. E. (1987). Antisocial behaviour in school settings: Initial differences in an at-risk and normal population. The Journal of Special Education, 21, 69-84.
Smith, D. L., & Smith, B. J. (2006). Perceptions of violence: The views of teachers who left urban schools. The High School Journal, 89, 34-42.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.3
Refbacks
Copyright (c) 2018 Hanna Onyi Yusuf, Ayuba Guga, Mairiga Ribah Bawa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
