ROLE ASSESSMENT OF TEACHER IN CLASSROOM MANAGEMENT IN SENIOR SECONDARY SCHOOL

ROLE ASSESSMENT OF TEACHER IN CLASSROOM MANAGEMENT IN SENIOR SECONDARY SCHOOL

ABSTRACT

This study examined the role assessment of teacher in classroom management in senior secondary school in Ikere Local Government Area of Ekiti State. The study was carried out to investigate how role assessment of teacher in classroom management. The total number of secondary school in Ikere Local Government is (20) twenty out of which (4) four schools were used as sample for this study. A structural questionnaire was used to gather information from the teachers. The data collected were analysed using frequency counts and percentages. The study revealed that teachers have important roles to play in classroom management during the teaching and learning process thereby improving student’s performance. Furthermore, the result of the study shows that the physical environment of the classroom and seating arrangement of the classroom are interrelated and managed alongside which create a positive learning environment through actions and deeds.

TABLE OF CONTENTS

TITLE PAG

Certification

Approval page

Dedication

Acknowledgments

Abstract

Table of contents

CHAPTER ONE

1.0     Introduction

1.1     Background of the Study

1.2    Statement of the Problem

1.3     Purpose of the Study

1.4     Significance of the Study

1.5     Scope of the Study

1.6     Research Questions

1.7     Hypothesis

1.8     Definition of Terms

CHAPTER TWO

2.0      Literature   Review

2.0     Introduction

2.1     The meaning of classroom management

2.2     The meaning of a teacher

2.3     The concept of role assessment

2.4     Functions & roles assessment in classroom

Management

2.5     Effects of good classroom management on

Students’ achievement

2.6     Problem of classroom management

2.7     Solutions to classroom management

CHAPTER THREE

3.0     Research Methodology and Procedure

3.1     Research Design

3.2     Area of the Study

3.3     Population of the Study

3.4     Sample and Sampling Technique

3.5     Instrument/Techniques for Data Collection

3.6     Validity of instrument

3.7     Reliability of the instrument

3.8     Administration of the Instrument

3.9     Data Analysis Techniques

CHAPTER FOUR

4.0    Data Analysis, Result and Distribution

4.1     Discussion of Findings

CHAPTER FIVE

Summary, Conclusion and Recommendation

Summary

Recommendations

Conclusion

Appendix (Questionnaire)

References

 CHAPTER ONE

1.0      INTRODUCTION

1.1      Background of the Study

          Classroom management is about creation of positive learning environment, Educations concern with the nature of classroom learning environments, few recent studies have investigated their teacher’s knowledge or practices of classroom management in positive learning environment.

In this regard, so many writers and researchers have urged educators to move towards broader and more comprehensive positions on issues of classroom management (Jone 2006) As gone educators, it has became at it best classroom management is not only a means to effective instruction, it has also become a vehicle for providing students with a sense of community 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 rouging socially complex learning environments. It is as if educators understanding the blue prints 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 teachers with the appropriate tools to implement their visions for establishing positive learning environment. It is ageing this background the researchers see the subject matter of this research as an empirical issue worthy of investigation.

Teachers play various roles in a typical classroom, but surely one of the most important is that of classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom. it students are disorderly and disrespectful, and no apparent rules and procedure guide behaviour, Chaos becomes the norm. in these situation, chaos becomes the norm. In these situations, both teachers and students suffer. Teachers struggle to teach and student most likely learn much less than they should. In contrast, well managed classroom provide an environment in which management and teaching can flourish. But a well managed classroom doesn’t just appear not of nowhere. It takes a good deal of effort to create, and the person who is most responsible for creating it is the teacher.

1.2      Statement of the Problem

The difficulty 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 classroom settings also impede 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      Purpose of the Study

          The central objective of this research is to examine the role of the teacher in classroom management. The specific objectives are:

  • To examine the functions of the teacher in classroom
  • To identify the effectiveness of classroom management on student achievement in secondary school, Ikere Ekiti
  • To identify the problem militating against classroom management in s secondary school in Ikere- Ekiti.

1.4      Significance of the Study

The significance of a study magnitude cannot be over emphasized, local government education department, state and federal ministries of education involved in poling formulation and implementation, school management, incoming students and above all teachers as well as researcher will find this really significant especially as the utilize the findings

To the local government departments as well as state and federal ministries of education engaged in policy formulation and implementation, the finding of this study can be used as a basis for enacting policies that will effectively improved the qualities of classroom management and standard of education. School management can also use the study result as in insight in formulating strategies to effectively run to their school.

It should be noted that this study is of scholarly importance. As such teachers as well as student undertaking research work similar to the present study and other scholars alike who may which to use this work as a reference material or a spring board for their own research will final this study useful.

1.5      Scope of the Study

The scope of the study covers as empirical examination of the teachers in classroom management of secondary school in Ikere – Ekiti as well as the functions of the teacher in classroom management. The study equally covers the effectiveness of classroom management on students’ achievement secondary school in Ikere- Ekiti as well as the influence of classroom management on development and the problems militating against classroom management in secondary school in Ikere –Ekiti

1.6      Research Question

The following research question will be used to guide the study.

  • What are the functions of the teacher in classroom management of Secondary School in Ikere-Ekiti?
  • What are the problems militating against classroom management in Ikere- Ekiti

1.7      Hypothesis Testing of the Study

In an attempt to empirically verity the significant impact of teachers in classroom management in secondary schools in Ikere Ekiti, Nigeria.

The hypothesis of the study will be divided into null hypothesis and alternative hypothesis which will be tested are as follow:

No (Null hypothesis): Role of the Teacher does not have significant impact on classroom management in Ikere Ekiti Local Government Area

Hi (Alternative hypothesis): The role of the teacher has significant impact on classroom management in Ikere-Ekiti Local Government area.

 

1.8      Definitions 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 the planning and setting of rules procedures, disciplinary interventions and teacher student relationship in schools.

Education policy: The training and retraining of teachers through further student’s in institution of higher learning.

Teachers Knowledge: Information understanding and skills that teachers gain through education or experience.

Transformational leadership: This is a leadership style that completed change old technique.

Role assessment: This refers to the wide variety of methods that educators use to evaluate, learning progress and skill acquisition of students from preschool through college and adulthood.

 

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