The Relationship between Teachers’ Effectiveness and Management of Classroom Misbehaviours in Secondary Schools

Bonke A Omoteso,Adeola Semudara

doi:10.4236/psych.2011.29136

Abstract

The study investigated the nature of classroom misbehaviours among secondary school students in Ondo State, Nigeria. It also determined the effectiveness of the teachers and the strategies adopted by the teachers to manage classroom misbehaviours. Furthermore, it established the relationship between teachers’ effectiveness and management of classroom misbehavior with a view to maintaining discipline in schools. The study adopted descriptive survey design. The population comprised the teachers and school administrators in Ondo State. The sample consisted of 420 teachers and 180 school administrators selected randomly from 10 secondary schools selected by stratified sampling technique using location of schools and ownerships of schools as strata. Two instruments namely “Questionnaire on Management of Classroom Misbehaviour” (QMCM) and “Teacher Effectiveness Scale” (TES) were used to elicit information from the students. QMCM was made up of three sections. Section A consisted of items on socio-demographic variables such as sex, location of schools and ownership of schools. Section B requested the teachers to indicate the types of misbehavior that take place in the classroom and their frequencies of occurrence. Section C comprises strategies used by teachers to manage classroom misbehaviours. TES was the ratings of teachers’ effectiveness as done by the school administrators. Results showed that the following misbehaviours occurred frequently in the classrooms: talking while was teaching (75.4%) and fighting (90.9%). The strategies adopted by teachers included giving advice (90.5) and referring the students to the school counsellors (88.6%). The teachers were rated effective in attending classes punctually (81.3%) and in communicating clearly with the students (96.0%). Furthermore, there existed a significant relationship between teachers’ effectiveness and management of classroom misbehavior, r = 0.0525 which is significant at .05 level.

Highlights

Classroom misbehavior among students is one issue that both parents and educators agree is a problem
The following question are asked to guide the study 1) What is the nature of classroom misbehaviours among secondary school students? 2) What are the factors associated with classroom misbehavior among the students? 3) What are the strategies adopted by the teachers to manage classroom misbehaviours? 4) How effective are the teachers in managing classroom misbehaviour?
Research Question 1: What is the nature of classroom misbehaviours among secondary school students? In order to answer this question, the information elicited from the teachers on the nature of misbehaviours they experienced in their classrooms was subjected to frequency counts and percentage analysis

Summary

Introduction

Classroom misbehavior among students is one issue that both parents and educators agree is a problem. Classroom misbehavior among secondary school students is any activity that interferes with teaching and learning. Activities such as unpreparedness for class, talking in class, fighting, cheating, rudeness to teachers, and so on might disrupt the process of teaching and learning (Slavin, 2001; Hussain, 2005). Misbehaviour is any activity that hinders the misbehaving students to learn. Misbehaviour can arise because students feel frustrated and bored in schools. Another reason why students misbehave is because they want teachers’ attention. A lot of problems which teachers must deal with are minor disruptions in the classroom. Confidence is a prerequisite to effective classroom management (Cartledge & Johnson, 1996)

Objectives

Methods

Results

Discussion

Conclusion