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THE ROLE OF THE TEACHER IN CLASSROOM MANAGEMENT
(A Study of Rimi
College , Kaduna
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
TABLE
OF CONTENTS
Title Page - - - - - - - - - - i
Declaration - - - - - - - - - ii
Approval Page - - - - - - - - - iii
Dedication - - - - - - - - - - iv
Acknowledgement - - - - - - - - v
Abstract - - - - - - - - - - vii
Table of Contents - - - - - - - - viii
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study - - - - - - 1
1.2 Statement of the Problem - - - - - - 2
1.3 Objective of the Study - - - - - - - 3
1.4 Significance of the Study - - - - - - 4
1.5 Research Questions - - - - - - - 5
1.6 Scope of the Study - - - - - - - 5
1.7 Definition of Terms - - - - - - - 6
CHAPTER TWO
LITERATURE
REVIEW
2.0 Introduction - - - - - - - - 8
2.1 The
Role of Teacher in Classroom Management - - 8
2.2 Effects of Classroom Management - - - - 9
2.3 The Characteristics of Classroom Manager - - - 11
2.4 The Role of the Teacher in Classroom
Management - 12
2.5 The Impact of Teacher on Classroom
Management - 15
2.6 Challenges of Classroom Management - - - - 19
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.1 Introduction - - - - - - - - 22
3.2 Research Design - - - - - - - 22
3.3 Area
of the Study - - - - - - - 23
3.4 Population
of the Study - - - - - - 23
3.4 Sample and Sampling Procedure - - - - - 23
3.5 Research Instrumentation - - - - - - 24
3.5.1 Validity - - - - - - - - - 25
3.5.2 Reliability - - - - - - - - - 25
3.6 Procedure for the Administration of the
Instrument - 26
3.7 Method of Data Presentation and Analysis - - - 26
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Introduction - - - - - - - - 28
4.2 Analysis
of Respondents Demography - - - - 28
4.3 Data
Analysis - - - - - - - - 30
4.4 Summary
of Findings - - - - - - - 38
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary - - - - - - - - - 40
5.2 Conclusion - - - - - - - - - 41
5.3 Recommendations - - - - - - - 42
5.4 Suggestion
for Further Studies - - - - - 43
References - - - - - - - - - - 44
Appendix - - - - - - - - - - 47
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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