Abstract
The main purpose of this study was to ascertain extent of teachers? classroom management practices for effective teaching and learning of entrepreneurship studies in secondary schools. Two research questions and two null hypotheses guided the study. The research design adopted is descriptive survey. The study was conducted in Anambra State of Nigeria and it covered all the private and public secondary schools in the state. The population for this study comprised all the three thousand, two hundred and seventy five (3275) secondary school teachers while the sample for this study comprised 1641 (one thousand, six hundred and forty-one) respondents selected through proportionate random sampling technique. A researcher-developed instrument was used for data collection. Three experts validated the instrument. The reliability of the instrument was determined using Cronbach alpha on data collected from a sample of 30 teachers from secondary schools in Enugu State. The overall scale reliability coefficient for the instrument was 0.84. The researchers collected data with the help of six research assistants who are teachers in secondary schools in the State. In answering the research questions, mean and standard deviations were used. Similarly, the null hypotheses were tested at the 0.05 level of significance using t-test. Findings indicated that teachers in public and private secondary schools in Anambra State do not ensure that the teaching and learning of entrepreneurship are effective in meeting learners? needs. Accordingly, it was among others recommended that The State Ministry of Education should organize workshops and seminars for teachers in secondary schools on how they can ensure that the teaching and learning of entrepreneurship are effective in meeting learners? needs and that tertiary institutions in Anambra State should mount on-the-job training programmes on classroom management practices for effective teaching and learning of entrepreneurship for teachers in secondary schools.
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