ABSTRACT
This
study examined the training background and classroom management strategies in
nursery and primary schools in District 2, Ikeja Local Government Area of Lagos
State. In this study, relevant literatures were reviewed under sub-headings.
The
descriptive research survey was used to assess the respondents’ opinions with
the use of the questionnaire and the sampling technique. A total of 150 (one
hundred and fifty) respondents were selected and used in this study. They
comprised (75 males and 75 females).
Six
(6) research questions which focused on the following: Is there any
relationship between professionally trained teachers and classroom management?;
How can the strategies adopted by teachers in private nursery/primary schools
for classroom management can be effective?; Are there gender differences in
classroom management style?; What mode/style of classroom management is
predominant in sampled schools? and What are the factors militating against
good classroom management in private schools? were raised in this study.
Four
(4) null hypotheses were formulated and tested in this study, using the Pearson
Product Moment Correlational Statistical tool, and the independent t-test tool
at 0.05 level of significance.
At
the end of the analyses, the following results emerged: a significant
relationship exists between professionally trained teachers and mode of
classroom management in schools, qualified teachers manage the classrooms
better than the non-qualified ones, no significant gender difference exists in
classroom management of teachers in private nursery and primary schools and no
significant difference exists in the strategies adopted by teachers in both
public and private schools.
TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Table of contents v
Abstract vii
CHAPTER
ONE 1
1.1
Introduction and Background of the Study 1
1.2
Statement of the Problem 5
1.3
Purpose of the Study 6
1.4
Research Questions 7
1.5
Research Hypotheses 7
1.6 Significance of the Study 8
1.7 Scope of the Study 9
1.8 Definition of Terms 9
CHAPTER TWO: Literature Review 12
2.1
Concept of Training and Professionalism 12
2.2
Concept and Nature of Classroom Management 16
2.3
Strategies Involved in Effective Classroom
Management 20
2.4
Problems Associated in Classroom Management 33
2.5
Teacher quality and classroom management 36
CHAPTER THREE: Research
Methodology 40
3.0
Introduction 40
3.1 Research Design 40
3.2
Population of the Study 40
3.3
Sample and Sampling Technique 41
3.4
Research Instrument 41
3.5
Procedure for Data Collection 42
3.6
Procedure for Data Analysis 42
CHAPTER FOUR: Data Analysis, Interpretation of Results and
Summary of Findings 43
1.1
Introduction 43
1.2
Descriptive Analyses of Bio-Data of Teachers 43
1.3
Testing of Hypotheses 50
1.4
Summary of the Findings 52
CHAPTER FIVE: Summary of the Study, Discussion of Findings,
Recommendations and Conclusion 54
1.1
Introduction 54
1.2
Summary of the Study 54
1.3
Recommendations 58
1.4
Conclusions 61
Bibliography 62
Appendix
65
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Although
there is no agreed-upon definition of classroom management, the framework
offered by Evertson and Weinstein (2006) represents a current and widely
accepted view. According to Evertson and Weinstein, classroom management has
two distinct purposes: “It not only seeks to establish and sustain an
orderly environment so students can engage in meaningful academic learning, it
also aims to enhance student social and moral growth”. Classroom
management, often called classroom discipline, has been a priority for teachers
for nearly 40 years, or for as long as there have been opinion surveys of
educational priorities. For example, the Gallup Poll
designed to assess perceptions of public education (Rose & Gallup, 2006)
has consistently cited classroom management/school discipline as a major
issue.
In a 2006 survey of
Pre-K through 12th grade teachers conducted by the
American Psychological Association (APA), teachers identified help with
classroom management and instructional skills as their top need. Results from
over 2300 responses showed that teachers wanted assistance with classroom
management because of their concerns about student safety and their desire for
strategies to deal effectively with students’ negative and/or disruptive
behaviors.
Primary Education is the initial stage of education and
has as its basic aim to create, establish and offer opportunities to all children,
regardless of age, gender or country of origin, to achieve a balanced
cognitive, emotional and psychomotor development.
Pre-Primary Education is compulsory for all the children
that have reached the age of four years and eight months by the 1st of September
of the year their tuition is due to begin.
Attendance of Primary Education is compulsory for all the
children that have reached the age of five years and eight months. Most
preschools and kindergartens are privately owned, but they register with the
government and follow federal guidelines. They are normally very expensive, so
only the wealthy can afford to send their children to preschools and
kindergartens. The federal government initiated an early Childhood Care
Development Education (ECCDE) program in the early 1990s, but rapid changes in
political events prevented it from making progress.
In
1991, only 4.7 percent of preschool children had some preprimary education. The
program called for community –based children. In 2001, as support for the UBE
program, some communities began building their own nursery and preschool
facilities with federal money and international grants and loans.
A
programme was therefore designed with assistance from UNICEF, which focused on
how the Ministry could transfer those aspects of the nursery situation that
enhanced learning to the first level of the primary school. The main component
of the programme was thus the training of 100 Infant Field Officers (IFOs) in
classroom management, learning about the rights of a child, communication
skills, making classroom aids and items for
supplementing reading skills. The training was done in three batches and people
were drawn from all the administrative Regions in the country as well as
Georgetown.
After
the training, the participants were responsible for going back to their schools
and conducting staff development sessions, not only within their school, but
also within the cluster of schools in their communities to achieve a multiplier
effect. This project is now to be evaluated to measure the impact of the
programme. UNICEF is one of the major sources of funding in the area of early
childhood development. UNICEF was also instrumental in the design and
introduction of the cumulative record cards, which will now move with children
from the nursery level to the primary level. Wall pictures for reading and
language development, curriculum guides and teachers’ manuals were also printed
and are now in all the schools. This has led to the introduction of a
standardized timetable for nursery schools throughout the country.
A
perusal of the data in the Ministry of Education’s statistical digests reveals
that just over thirty percent of nursery school teachers are trained. Sustained
efforts have been made to continue this training. Not only does the CPCE offer
a two-year programme in nursery teacher training but the University of Guyana
also offers a B.Ed. in Early Childhood Education. The Ministry of Education
also identified teachers to be trained as Nursery Field Officers (usually the
Heads of nursery schools) and weekly workshops were initiated. To date there
have been four (4) batches of Nursery Field Officers trained and the nursery
level boasts eighty-five (85) Field Officers spread throughout the Regions.
These Nursery Field Officers in turn carry out workshops within their own
Regions to upgrade the skills of their colleagues. In spite of these increased
training opportunities, the percentage of trained teachers has not shown
significant improvement. Once trained, some are lost to the primary level where
promotional opportunities may be seen to be better and some to the private
sector.
1.2 Statement of problems
There
is some concern that the proportion of trained teachers, in particular trained
graduates, may fall in the future. Teachers’ salaries and working conditions
are not competitive with those offered by the private sector or by
opportunities outside of private sectors and in the last two decades the
education sector has lost many teachers by way of migration. The number leaving
had slowed considerably in the early years of the decade, but have increased
again as opportunities have opened in Africa and other parts of the Nigeria.
Notwithstanding the emphasis that needs to be placed
on primary education because of its fundamental place in the acquisition of
basic education, it is also essential to realize the interdependence that
necessarily exists among the various levels of the educational system.
One level feeds the other both up and down the
system. Today's unqualified or under-qualified teachers are the products of
yesterday's classrooms. The nation cannot wait ten years to see improvement in
the functional literacy levels of today's six-year-olds, while at the same time
seeing its stock of functionally illiterate out-of-school youth and adults
increase. To break the cycle, emphasis will be placed on securing appropriate
literacy and numeracy skills throughout the system. There will be an attack on
illiteracy from multiple points. This will include the testing for literacy
levels and the building in of remedial programmes well in advance of management
of classroom.
1.3
Objectives of the study
The
specific objectives would include among others, the following:
Many
people would like to believe that the issues of classroom management do not
impact on children in the classroom but it is clear that they do. This project
is aimed at addressing these issues.
i.
To
provide all the necessary knowledge to teachers on management of school
children that will help their development through physical, cognitive,
language, social and emotional growth.
ii.
To
support training and development techniques that will facilitate and creating
opportunities for using skills in
management classroom.
iii.
To develop and train the trained human
resources and support them effectively to carry out their work in early care
and education of children.
iv.
Teachers concerned with classroom management
typically is dealing with current discipline problems and preventing it.
1.4 Research hypotheses
The
following hypotheses will be tested
i.
There
is a significant relationship between necessary knowledge of teachers on
classroom management and student development physically, cognitive, language,
social and emotional growth.
ii.
There
is a significant relationship between train the trained human resources and support
effective work to carry out in early education care of children
iii.
There
is a significant relationship between s training/development techniques and
opportunities to facilitate the uses of skills in the management of classroom.
iv.
Teachers
concerned with classroom management typically is dealing with current
discipline problems and preventing it.
1.5 Research Questions
(i)
Is there
any necessary knowledge for teachers on management of school that will help the
children development through physical, cognitive, language, social and
emotional growth.
(ii)
Do
training and development techniques that will facilitate and creating
opportunities for using skills in management classroom.
(iii)
If
train the trained human resources and support them effectively to carry out
their work in early care and education of children.
(iv)
If
impact of Teachers concerned with classroom management will typically with problems and preventing it.
1.6 Significant of the study
(i) The study will help in will review the
techniques in management classroom curricula of the system, and its teaching
and learning materials, with respect to gender considerations, and appropriate revisions will be made.
(ii) Monitoring tools and mechanisms will be developed by the
Ministry of Education for following the treatment of gender issues in the
school system, and for providing corresponding feedback to school
administrators and teachers.
(iii). Improved baseline for policy makers and planners on education on
, systematic classroom management procedures
(iv) The study will be help in developed and implemented policy that
will improve classroom management for
the benefit of effective teaching in the
classroom
(v) Training programmes for school administrators, central
educational authorities and regional officials will be strengthened and applied
more broadly.
(vi) Special orientation and training programmes will be instituted
for newly appointed teaching officials.
(vii) Similarly, mechanisms will be developed for the involvement of
representatives of local communities and regions in overall education planning
and delivery, including issues related to the curriculum.
1.7 Definition of Terms
Training: This means training somebody for something
in order to be somebody or something; the act of giving teaching and practice
to an individual or a worker in order to bring to a directed standard of
behaviour, efficiency or physical condition.
Large Class: This
is a situation where there is an over crowdedness in a given classroom setting.
It is the high teacher – pupil ratio in a classroom.
Small Class Size:
This refers to the classroom situation which is small and manageable by the
teacher. It represents low and moderate teacher – pupil ratio.
Teaching Effectiveness:
This means the teaching method in the school system that is effective, one that
serves its purpose and aim of the teaching and learning.
Teacher: A
trained person in the field of education who helps pupil, students or learners
to learn.
Teaching Aids:-
in this study, teaching aids is resources that are used to help transfer
information to the pupils. It is also called instructional material.
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