Abstract
The purpose of this study was to determine the effectiveness of in-service training on teachers’ knowledge of effective classroom management strategies. Twenty teachers from Jos metropolis participated. A single group pre-post test design was used, with a one-day training on classroom management techniques as the independent variable and the number of strategies that teachers suggest as effective for managing student behavior as the dependent variable. An open-ended structured interview was used to measure the dependent variable. The study found that the number of strategies that teachers believe are effective for classroom management was significantly higher after the training, indicating that the training was effective in improving teachers’ knowledge about classroom management. Specifically, the number of proactive strategies that teachers believed were effective for classroom management significantly increased after training, whereas the number of reactive strategies remained unchanged. Thus, teachers’ knowledge about effective classroom management strategies can be effectively modified by a brief, one-day in-service training. KEYWORDS : Classroom Management, Discipline, In-service training, Misbehavior, Classroom Environment
Highlights
One of the basic factors that contribute to meaningful and effective learning is the ability of the teacher to effectively control the classroom environment
Sample proactive service training was calculated, with a positive strategies include setting clear rules, providing value indicating that more participants mentioned clear expectations for classroom behavior, the strategy after training and a negative value closely monitoring students, and getting students indicating that more participants mentioned the actively involved in the lesson
This study found that a one-day in-service training was effective in increasing the number of strategies that teachers believe are effective for classroom management
Summary
One of the basic factors that contribute to meaningful and effective learning is the ability of the teacher to effectively control the classroom environment. Classroom management is defined as strategies that create and maintain an orderly learning environment (Eggen & Kauchak, 2004). One of the most important roles of a teacher is to manage the classroom well (Marzano, Marzano, & Pickering, 2003). In a meta-analysis of 50 years of research, Wang, Haertel, and Walberg (1993/94) cited classroom management as the seventh most influential factor that affects student learning. Classroom management was found to be even more important in student learning than the home environment, peer group, and community influences. Wang and colleagues reported that effective classroom management increases student engagement in the learning process, decreases disruptive behaviors, and enables teachers to make effective use of limited instructional time
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