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ASSESSMENT
OF THE ROLE OF THE TEACHER IN CLASSROOM MANAGEMENT IN NIGERIA
ABSTRACT
The study
examines the role of the teacher in classroom management. The population of the
study consist of the entire teachers of Rimi College Kaduna. Out of 52 staff,
27 were selected as the sample size. Questionnaire constituted the instrument
of data collection. The mean (x) was used to analyze the five liker
questionnaires based on the research questions. The analysis indicated that the
function of the teacher in classroom management if basically planning of
lesson, inculcating discipline, delegating responsibility and ensuring decorum
that will make such class conducive for teaching and learning. Classroom
management is effective on students achievement because help to create a
conducive environment that is conducive for learning and also facilitate lesson
planning and class administration enhances teaching and learning. Classroom
management influence the academic and moral development of student positively.
But inspite of the positive effect and role of teachers in classroom
management, it is constraint with challenges arising from lack of proper
research in classroom management as well as lack of training of teachers on
modern techniques of classroom management. As such, it is recommended that
teachers should be trained and retrained through on-the-job training on
classroom management techniques and approaches.
CHAPTER ONE
INTRODUCTION
1.1
Background of the Study
Classroom
Management is about creation of positive learning environments. But the concept
of positive learning environment is both broad and vague.
Despite
educator’s concerns with the nature of classroom learning environments, few
recent studies have investigated either teachers’ knowledge or practices of classroom
management in positive learning environments. As such there is inadequate
understanding of how teachers support both engaged learning and positive social
interaction (Oakes, 2009).
In this
regard, so many writers and researchers have urged educators to move toward
broader and more comprehensive positions on issues of classroom management in
(Jones, 2006). As Jones advocates, “at its best, classroom management is not
only a means to effective instruction, it has also becomes a vehicle for
providing students with a sense of community and increased skills in
interpersonal communication, conflict management and self control.
Nevertheless,
lack of recent empirical evidence has left educators without clear direction
and understandings of what knowledge and practices teachers utilize in creating
and managing socially complex learning environments. It is as if educators
understand the blueprints for a house, but not the tools with which to
construct it. As such educators are hampered in their efforts to provide
prospective teachers with the appropriate tools to implement their visions for
establishing positive learning environment. It is against this background the
researchers sees the subject matter of this research as an empirical issue
worthy of investigation.
1.2
Statement of the Problem
The
difficulty of novices in dealing with the complexities of teaching and the
social immediacy of the classroom is no small issue. This is so because most
teachers are constraint by classroom management because of the dynamic nature
of teaching. On the other hand, the complexity of classroom setting also impede
teaching sequel to the perception by beginning teachers that classroom
management is complex. This is an obstacle to effective planning for positive
learning environment. As such the subject matter: The role of teachers in
classroom management is seen as an empirical issue worthy of investigation.
1.3
Objective of the Study
The central
objective of this research is to examine the role of the teacher in classroom
management, the specific objectives are:
i. To
examine the function of teacher in classroom management.
ii. To
identify the effectiveness of classroom management on student achievement in
Rimi College, Kaduna.
iii. To find
out how classroom management influence development setting in Rimi College,
Kaduna.
iv. To
identify the problem militating against classroom management in Rimi College,
Kaduna.
1.4
Significance of the Study
The
significance of a study of this magnitude cannot be overemphasized, local
government education department, state and federal ministries of Education
involved in policy formulation and implementation, school management, incoming
students and above all teachers as well as researchers will find this really
significant especially as they utilize the findings.
To the local
government departments as well as state and federal ministries of education
engage in policy formulation and implementation, the finding of this study can
be used as a basis for enacting policies that will effectively improve the
quality of classroom management and standard of education.
School
management can also use the result of this study as an insight in formulating
strategies to effectively run their schools.
It should be
noted that this study is of scholarly importance. As such teachers as well as
students undertaking research work similar to the present study and other
scholars alike who may wish to use this work as a reference material or a
springboard for their own research, will find this study useful.
1.5 Research
Questions
The
following research questions will be used to guide the study:
i. What are
the functions of the teacher in classroom management in Rimi College, Kaduna?
ii. What is
the effectiveness of classroom management on students’ achievement in Rimi
College Kaduna?
iii. How
does classroom management influence development setting in Rimi College Kaduna?
iv. What are
the problems militating against Classroom managements in Rimi College Kaduna?
1.6 Scope of
the Study
The scope of
the study covers an empirical examination of the role of teachers in classroom
management in Rimi College Kaduna; as well as the functions of the teacher in
classroom management. The study equally covers the effectiveness of classroom
management on students achievement in Rimi College Kaduna as well as the
influence of classroom management on development and the problems militating
against classroom management in Rimi College.
1.7
Definition of Terms
Teacher:
Lesson instructor and class manager in school (Okoh, 2002).
Educational
Leadership: This is the process of formulating and implementing educational
policies in Schools (Bolam, 1999).
School
Management: This is an act of getting things done through planning, organizing,
coordinating and monitoring school activities in order to achieve the school
goal.
Classroom
Management: This is planning and setting of rules procedures, disciplinary
interventions and teacher-student Relationships in schools.
Educational
Policy: Policy is a statement of government on education.
Head
Teacher: A teacher who is in charge of primary school.
Administration:
This is the act of planning, organizing and coordination of human and material
resources in order to implement government policy in primary school.
Teachers
Education: The training and retraining of teachers through further studies in
institution of higher learning.
Transformational
Leadership: This is a leadership style that completed change old techniques to
new and much more effective technique.
Teachers
Knowledge: Information, understanding and skills that teachers gain through
education or experience.
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