Classroom Management Practices Adopted by Teachers for Enhancing Quality Teaching and Learning in Secondary Education in Anambra State, Nigeria

Abstract

The study examined classroom management practices adopted by teachers for quality teaching and
learning in public secondary schools in Anambra State, Nigeria. Three research questions guided
the study and three null hypotheses were tested at 0.05 level of significance. A descriptive survey
research design was adopted for the study. The population of the study consisted 6,382 teachers in
263 state government owned secondary schools in the six education zones of Anambra State. A
sample size of 638 consisting 192 male and 446 female teachers was drawn using multi-stage
sampling procedure. A researchers’ developed instrument titled “Teachers’ Classroom Management
Practices Questionnaire” (TCMPQ) structured on a four-point scale and validated by three experts
was used for data collection. The internal consistency of the instrument was ascertained using
Cronbach’s Alpha and this yielded reliability coefficient of 0.81, 0.86 and 0.70 for the four
segments of TCMPQ and 0.79 for the entire instrument. Out of the638 copies of the instrument
administered, 617 were retrieved and used for the analyses. Mean rating was used to analyze the
research questions and t-test for testing the hypotheses. The findings of the study indicated that
teachers adopt all the practices of instructional monitoring, effective communication and classroom
arrangement for enhancing quality teaching and learning in Public secondary schools in Anambra
State. Based on the findings, it was recommended among other that in order to achieve desired level
of quality education, training and retraining of teachers should be made a top priority in the State.
Workshops and conferences should be organized by Anambra State government regularly to refresh
teachers’ skills in classroom management. This will create enabling environment for teachers’
continuous improvement in their use of classroom management practices.