Maxwell Kontor Owusu, Joseph Atakora, Vida Amankwaah Kumah, Douglas Fofie


The study examined the influence of gender and location (rural or urban) of school on classroom management strategies adopted by public Junior High School teachers in the Asante Akim North District, as not too many studies in this area have been considered. Those that ventured this area focused on other groups of teachers such as pre-service teachers. Specifically, descriptive survey design was used to provide a meaningful picture of events and explained teachers’ opinions and behaviours on the basis of the data gathered. The sample included 46 male and 50 female teachers teaching the core subjects who were purposively selected from public Junior High Schools. The Behavioural and Instructional Management Scale (BIMS) was used to collect data from the respondents. Data collected were analysed using descriptive and inferential (Independent Samples t-test) statistics. Results indicated that generally male and female teachers in the Asante Akim North District adopted the same classroom management strategies to manage their classes. In the same vain teachers adopted the same classroom management strategies irrespective of their location (Rural or Urban) of school. Based on these findings, it was recommended that teacher training institutions should emphasise the teaching of classroom management strategies to the student teachers so as to sharpen their practice on the field. Again, the Asante Akim North District Directorate of education should organise workshops, in-service training and seminars on regular basis for teachers to upgrade their skills and knowledge in managing the classrooms. This will help them to continually show equal level of professionalism in managing their classrooms irrespective of their location and gender.


Article visualizations:

Hit counter


gender, location of school, classroom management strategies

Full Text:



Akiri, A. A., & Ugborugbo, N. M. (2008). An examination of gender’s influence on teachers’ productivity in secondary schools. Journal of Social Sciences, 17(3), 185-191.

Asamoah-Gyimah, K. and Duodo, F. (2005). Introduction to research methods in education. Winneba: The Institute for Educational Development and Extension.

Bassey, B. A. (2012). A wider view of classroom management. Uyo: Ekong Publishing House, Nigeria.

Brophy, J. (2006). History of research on classroom management. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of classroom management. Research, practice, and contemporary issues (pp.17-43). Malwah, NJ: Lawrence Erlbaum Associates.

Burden, P. R. (2000). Powerful classroom management strategies: Motivating students to learn. Corwin Press.

Creswell, J. W. (2015). 30 essential skills for the qualitative researcher. Sage Publications.

Demirdag, S. (2015). Classroom management and students' self-esteem: Creating positive classrooms. Educational research and reviews, 10(2), 191.

Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.

Ekanem, E. E. (2015). Time Management Abilities of Administrators for Skill Improvement Needs of Teachers in Secondary Schools in Calabar, Nigeria. Journal of Education and Human Development, 4 (3), 143-149.

Evertson, C. M., & Weinstein, C. S. (Eds.) (2006). Handbook of classroom management. Research, practice, and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates, Inc, 178-190.

Ghana Education Service, Asante Akim North District Directorate, 2018.

Kifayat K., Tehsin T., Umbreen I., & Asad, K.., (2017). A Study to Examine Teachers’ Classroom Management Strategies at Secondary School Level, Journal of Business and Tourism, 3(2), 71-72.

Leu, D. J., Forzani, E., & Kennedy, C. (2013). Providing classroom leadership in new literacies: Preparing students for their future. The administration and supervision of reading programs, 200-213.

Leu, E., & Price-Rom, A. (2006). Quality of education and teacher learning: A review of the literature. Washington, DC: USAID educational quality improvement project, 1.

Little, S. G., & Akin-Little, A. (2013). Psychology’s contributions to classroom management. Psychology in the Schools, 45, 227-234.

Malone, B. G., & Tietjens, C. L. (2000). Re-examination of classroom rules: The need for clarity and specified behaviour. Special Services in the Schools, 16(1-2), 159-170.

Martin, N. K., & Sass, D. A. (2010). Construct validation of the behaviour and instructional management scale. Teaching and Teacher Education, 26(5), 1124-1135.

Martin, N. K., Yin, Z., & Mayall, H. (2006). Classroom Management Training, Teaching Experience and Gender: Do These Variables Impact Teachers' Attitudes and Beliefs toward Classroom Management Style? Online Submission.

Morse, J. M. (2012). Readme first for a user's guide to qualitative methods. Sage Publications.

Ndiyo, P. S. (2011). Impact of classroom management on students’ academic performance. Umuahia: Chuks Press, Nigeria.

Nejati, R., Hassani, M. T. and Sahrapour, H. A. (2014). The relationship between gender and student engagement, instructional strategies, and classroom management of Iranian EFL teachers. Theory and Practice in Language Studies, 4(6), pp. 1219 – 1226.

Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In Handbook of research on student engagement (pp. 365-386). Springer, Boston, MA.

Sarfo, F. K., Amankwah, F., Sam, F. K., & Konin, D. (2015). Teachers’ self-efficacy beliefs: The relationship between gender and instructional strategies, classroom management and student engagement. Ghana Journal of Development Studies, 12(1-2), 19-32.

Sass, D. A., Lopes J., Oliveira, C., & Martin, N. K. (2016). An evaluation of the behaviour and instructional management scale's psychometric properties using Portuguese teachers. Journal of Teaching and Teacher Education. 55, 279-290.

Smart, J. (2009). A case study of an Italian teacher's behaviour management beliefs, practices, and related classroom interactions. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Stichter, J. P., Lewis, T. J., Whittaker, T. A., Richter, M., Johnson, N. W., & Trussell, R. P. (2009). Assessing teacher use of opportunities to respond and effective classroom management strategies: Comparisons among high-and low-risk elementary schools. Journal of Positive Behaviour Interventions, 11(2), 68-81.

Stronge, J. H. (2018). Qualities of effective teachers. ASCD. The Journal of Educational Research, 97(6), 311-315.

Umoren, I. P. (2010). The concept of classroom management in modern society. Uyo: MGO Nigerian publishers.

Urich, S. L., & Tobin, K. (2009). The influence of a teacher's beliefs on classroom management. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Willower, D. J., Eidell, T. L., & Hoy, W. K. (2017). Conceptual framework. The Pennsylvania State University Studies, 26, 3-8.



  • There are currently no refbacks.

Copyright (c) 2020 Maxwell Kontor Owusu, Joseph Atakora, Vida Amankwaah Kumah, Douglas Fofie

Creative Commons License
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).