A STUDY OF CLASSROOM MANAGEMENT PROBLEMS IN SCHOOLS IN EGOR L.G.A. OF EDO STATE
Abstract
This study’s primary objective was to investigate classroom management issues in secondary schools in Egor Local Government Area, Edo State. The purpose of this descriptive survey study was to investigate teachers’ classroom management and control in secondary schools in Egor Local Government Area of Edo State. The research is conducted at Egor L.G.A. of Edo State. The study’s population is 1500 individuals. In the Egor L.G.A. of Edo State, 812 people were selected by proportional sampling.
To choose male teachers from female teachers, a simple random sampling procedure was utilized. Therefore, the total number of research participants is 812. The instrument for data gathering is structured questionnaire. The researcher used mean score and standard deviation to analyze the data and answer the study’s research question. On the basis of the findings, the following suggestions were made:
Principals and instructors should utilize a variety of communication strategies that enable students to decipher any information they receive. The administration and faculty of secondary schools should employ disciplinary measures, such as punishment, to instill discipline among students. Principals and teachers should always encourage and reward their kids with good words and gifts for exceptional performance.
The administration of secondary schools should also prevent teachers from exceeding the allotted time for a given lesson. These will allow each educator to effectively plan and maximize their time. Institutions of teacher education should give more attention to teaching teacher candidates classroom management skills.
Principals should monitor the classroom activities of instructors more closely in order to guarantee that teachers’ deficiencies in classroom management skills are addressed. Regular conferences, workshops, seminars, and other in-service programs should be provided for instructors to familiarize them with the latest classroom management techniques.
CHAPTER ONE
INTRODUCTION
Context of the Study
Education is a crucial instrument for individual and national development. The education provided to inhabitants of a country, particularly at the secondary school level, must be of high quality in order to instill in them the skills necessary for self-development and survival. To cultivate responsible individuals who can drive the nation’s economy and compete well in today’s knowledge-based world, quality education is essential.
The effectiveness and efficiency of school administration, teaching, and learning determine the quality of education (Ukwungwu, 2008). Fundamental to achieving this quality is the application of classroom management skills by teachers.
The declining performance of students in both the West African School Certificate and Nationals Examination Council Examinations, as well as the continued decline in the number of credit passes, particularly in core subjects such as English language and mathematics, should be of great concern to all parties concerned with the quality of education provided in schools. There is a demand for secondary education quality assurance.
The persistent deterioration in output performance raises quality concerns among education stakeholders and the general public. The most important skill in a typical school setting is the capacity to organize classroom activities and regulate student behavior. Teachers are primarily responsible for implementing the school curriculum since they are responsible for organizing classroom activities and managing student behavior (Eze, 2009).
As individuals or groups, teachers occupy a prominent place in the educational sector (Modebelu, 2008). Effective teaching and learning cannot take place in a poorly managed classroom, so they need certain classroom management controls to help them regulate student behavior and maintain high standards in schools.
The classroom is the setting where teaching and learning occur. The classroom is the engine that drives the success or failure of the teaching-learning process (Wigwe, 2013). It is a learning environment in which all aspects conducive to learning, including physical-sensory elements such as lighting, color, sound, space, and furniture, are in place. It does not necessary refer to an empty room; laboratories and workshops are examples (Kanu, 2012). Typically, the expectations and goals of formal education are met in the classroom through a well-planned curriculum and good classroom management.
Management is an essential component of any firm. Ogbonnaya (2014) defined management as the coordination of an organization’s resources through the process of planning, organizing, directing, and managing all efforts to achieve the organization’s objectives. Management in the classroom relates to matters of supervision, the successful handling or control of classroom activities.
Male and female teachers create an environment that supports and facilitates both academic and extracurricular learning. The ability of the classroom teacher to exert a decent degree of control over student behavior in the classroom depends on the knowledge and level of classroom management abilities of both male and female teachers.
Effective classroom management is the utilization of all available resources in schools to support instruction and learning. Teachers establish an environment that supports and encourages both academic and social emotional learning through classroom management (Everton and Weinstein, 2006). Male and female teachers’ participation and cooperation in classroom activities contribute to the development and maintenance of a constructive learning environment.
Oboegbulem (2011) defined classroom management as the organization of pupils and grouping of activities into units in order to facilitate successful teaching and learning. According to Alberto and Troutman (2009), classroom management is the teacher’s capacity to cooperatively manage time, space, resources, student responsibilities, and behavior in order to foster an environment conducive to learning.
According to Duke (2009), classroom management consists of the policies and procedures required to build and maintain an environment conducive to instruction and learning. For efficient classroom management, several abilities are essential. These are known as controls for classroom management. There are also communication and time management abilities.
Controls over classroom management are the most specialized skills required for efficient teaching and classroom organization. It requires considerable work and skill to manage a classroom full of children. The instructor must be thorough and educated in the material being taught, as well as possess the ability to maintain classroom discipline and order.
According to Browers and Tower (2010), instructors with classroom discipline issues are typically inefficient in the classroom and frequently report high levels of stress and signs of burnout. According to Donovan and Cross (2012), the inability of teachers to successfully regulate classroom behavior frequently contributes to low academic attainment among pupils.
The argument for this statement is that the incapacity of instructors to properly manage classroom behaviors makes it impossible to guarantee the quality of their classroom management skills. This is because, among other things, the quality of learning depends on the talents shown by teachers in the classroom. The implementation of these talents guarantees the quality of education in schools.
Quality assurance in teaching and learning in schools, often known as quality assurance, is the process of maintaining a high standard. Quality assurance, according to Mbaji, Ebirim, and Akwali (2012), is the establishment of standards in numerous processes and activities that lead to the achievement of a quality output. Quality assurance is a systematic approach to promoting the attainment of good and high standards.
Quality assurance is the process of ensuring that teachers maintain high standards in the classroom in order to fulfill educational objectives. According to Nwite (2012), quality assurance in the classroom management of teachers entails the systematic management, monitoring, and evaluation of techniques employed to measure the performance of students in order to preserve best practices in institutional input and output in schools.
Quality assurance entails monitoring, assessing, and evaluating based on an agreed-upon standard, as well as conveying the resulting judgment to all parties in order to ensure quality with integrity, public responsibility, and continuous development.
There are a number of facets to educational standards, including infrastructure standards, curriculum or content standards, teaching and learning standards, quality including management and leadership standards, care, guidance support standards, and professional standards Nwite (2012). All of these aspects of standards fall under the purview of quality assurance. And these should be upheld at all levels of the educational system, particularly the secondary level.
One of the levels of the Nigerian education system is secondary school. Secondary education is the stage of education that follows primary school and precedes the tertiary level (Federal Republic of Nigeria, 2013). The basic idea is that secondary schools should prepare students for a productive life in society and for higher education.
Typically, the expectations and goals of secondary education are met in the classroom through a well-planned curriculum and good classroom management. To maintain proper standards in secondary school, classrooms must be managed efficiently utilizing suitable classroom management techniques.
Given this, one would wonder if the aspirations and goals of secondary education in Nigeria are directed by incompetent teachers and poorly managed classrooms. These factors prompted the researcher to explore classroom management and control issues in secondary schools in the Egor Local Government Area of Edo State.
Description of the Problem
Management and control of the classroom is the core of any educational institution. Implementation, which occurs mostly in the classroom, is an essential component of curriculum preparation. As expected by all sundries, the classroom atmosphere is ultimately determined by the teacher. Their influence on the behavior of students is significant.
Many classroom issues, such as disruptions, deviant behavior, and misbehaviors of pupils, can be solved by teachers who plan strategically. In this regard, the nature of the teacher is crucial; for instance, different teachers have innately different ways of managing the classroom environment and patterns for setting up the classroom that best suit their purpose (Aly, 2009). Managing a classroom is a teacher’s primary task. How a teacher controls the classroom will affect pupils’ attitudes toward learning.
These classroom management approaches for effective teaching and learning focus on the behavioral management, instructional management, and leadership style adopted by teachers and school administration in order to facilitate good teaching and learning.
Behavioral management is the coordination of all stakeholders in education to instill the culture, norms, and values established by the educational authorities, which promotes effective teaching and learning.
Instructional management refers to the instructional tools required in every classroom for effective instruction and learning. However, this does not appear to be the case in our secondary schools, where an ineffective teaching-learning process and lack of enthusiasm result in bad classroom management.
The secondary level of education serves as a bridge between the primary and tertiary levels. The primary objective of secondary education is to provide all primary school graduates with the opportunity to pursue a higher level of education, regardless of their gender, social standing, religion, or ethnic background, and to offer a diverse curriculum to accommodate differences in talents, opportunities, and future roles, among others.
The achievement of these objectives is contingent upon a number of elements, including as effective classroom management abilities, sufficient teachers, the availability and appropriate utilization of teaching and learning resources, enough infrastructure and school inspection and monitoring. All of these variables represent quality benchmarks that, if properly applied, will ensure that secondary education is of high caliber.
To attain quality education, teachers play a crucial role as the primary interpreters of the government’s educational goals and programs, by applying classroom management skills effectively. Despite efforts to deliver a quality education, the secondary school system continues to face obstacles that threaten the quality of education.
No wonder Ajayi (2012) lamented that secondary education in Nigeria is beset by problems of varied dimensions and proportions, such as overcrowding and lack of classroom discipline, all of which indicate that the institution is at a crossroads. The quality of secondary school education should be a major issue for all parties involved. The diminishing performance of children on the West African School Certificate and Nationals Examination Council Examinations makes this situation more alarming.
The persistent fall in the number of credit passes, particularly in core subjects, appears to continually point to the issue of secondary education quality. Given this, one would wonder if the aspirations and goals of secondary education in Nigeria are directed by incompetent teachers and poorly managed classrooms. These factors prompted the researcher to investigate classroom management and control issues in secondary schools in Egor Local Government Area, Edo State.
Object of the Study
This study’s primary objective is to investigate classroom management and control issues in secondary schools in Egor Local Government Area, Edo State. In particular, the project will investigate:
the extent to which teachers use effective communication as classroom management and control in secondary schools in the Egor L.G.A. of Edo State local government area; the extent to which teachers ensure effective discipline as classroom management and control in secondary schools in the Egor L.G.A. of Edo State local government area; and the extent to which teachers manage their time as classroom management and control in secondary schools in the Egor L.G.A. of Edo State local government area.
Importance of the Research
The study’s conclusions would be of tremendous use to school administrators (Principals), teachers, students, the education ministry, and the general public.
This research will be advantageous to school officials. This study’s findings will aid school administrators in the state of Edo and beyond in gaining a greater understanding of classroom management and control, particularly classroom management skills and methods for enhancing classroom management in order to improve school quality. This will be accomplished if the education ministry, through its educational managers, organizes training workshops and seminars for school administrators.
Teachers will also benefit from the study’s findings since they will be better able to comprehend classroom management techniques that improve quality assurance in schools. Administrators of the school will organize workshops and seminars for teachers in order to improve their perceptions of classroom management and control.
The outcome of this study will benefit secondary school students because when teachers implement the various classroom management skills required for ensuring quality teaching and learning in schools, they will use these skills to enhance teaching and learning, thereby assisting students to learn more and realize their aspirations.
The findings of the study are also anticipated to enlighten Ministry of Education officials regarding classroom management strategies that instructors might utilize to improve teaching and learning in our educational system.
The Range of the Study
The scope of the study is restricted to public secondary schools in the Egor L.G.A. of Edo State local government area, involving 16 secondary school instructors. This study examines the challenges of classroom management and control in secondary schools in Egor L.G.A. of Edo State and the extent to which instructors employ effective communication, motivation, discipline, and time management as classroom management and control skills in Egor L.G.A. of Edo State.
Research Concerns
The study was guided by the research questions listed below:
How well do secondary school teachers in Egor L.G. of Edo State use effective communication for classroom management and control?
To what extent do instructors in secondary schools in Egor L.G.A. of Edo State guarantee discipline as part of classroom management and control?
How do instructors in secondary schools in Egor L.G.A. of Edo State maintain time management as part of classroom management?
How well do instructors in secondary schools in Egor L.G.A. of Edo State use incentive as a classroom management skill to ensure quality?
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A STUDY OF CLASSROOM MANAGEMENT PROBLEMS IN SCHOOLS IN EGOR L.G.A. OF EDO STATE