Classroom Management Strategies among Basic School Teachers: Toward Holistic Teacher Education

Abstract

There have been cases when students depict unacceptable behavior traits, which need to be managed by teachers during instructional hours. Using Wolfgang and Glickman Teacher’s Behavior Continuum as the theoretical framework, this study reports classroom management strategies among basic schoolteachers and their implications for teacher education in Ghana. Descriptive research design and a quantitative approach were used; questionnaire was used to gather data from the respondents. One hundred and five (105) teachers were selected using simple random sampling technique. Validity and reliability of the research instrument were tested using expert judgement and Cronbach’s alpha, respectively. Descriptive statistics (means and standard deviations) were used in the analyses of the research questions. The findings were that the majority of teachers used a teacher-centered approach. It was also discovered that teachers had difficulty in managing some disruptive student behaviors, as the most prevalent disruptive behavior exhibited by students was noise making. Some teachers also agreed that once the classroom environment is conducive, it makes teaching easier because the teacher gets the full attention and concentration of students. Teachers should set example for students by acting appropriately at all times; especially, in the classroom. It was recommended, among other things, that teachers pay extra attention to the special needs of students and encourage them to behave in the classroom. While holistic education is governed by a single underlying principle, teachers need to use a variety of approaches and strategies to foster a holistic learning culture.