CLASSROOM MANAGEMENTAS CORRELATE OF TEACHERS’ EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined classroom management as correlateof teachers' effectiveness in public secondary schools in Anambra state. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted a correlational research design. The population of the study comprised 6598 teachers in the 267 public secondary schools in Anambra State. The sample of this study consisted of 660 teachers in the 267 public secondary schools. The sample techniques adopted were stratified and simple random sampling techniques. The instruments for data collection were two questionnaires constructed by the researchers titled “Classroom Management Practices Questionnaire (CMPQ) and Teachers’ Effectiveness Questionnaire (TEQ).  The instruments were subjected to face and construct validation. The reliability coefficients of the instruments were established using Cronbach alpha reliability estimate.  The average reliability index of 0.79 for classroom managementand .0.77 for teachers’ effectiveness showed a value which indicated a positive and high reliability. 605 copies of the questionnaires were administered. The data collected were analyzed using Pearson product moment correlation coefficient. The following findings were made; thatthere exists a low positive and significant relationship between time management practice and teachers' effectiveness (r= 0.37, P ≤ .000), a high positive and significant relationship for communication practice (r=0.73, P ≤ .000)and teachers’ effectiveness in Public Secondary Schools. The study recommended that government should provide adequate school facilities which increases teachers' effectiveness.