Classroom Management Styles, Teachers’ Job Performance and Students’ Academic Performance in Public Secondary Schools in Abuja, Nigeria
Keywords:
Classroom management style, teachers’ job performance, students’ academic performance, public schoolAbstract
This study assessed the impact of classroom management styles on teachers’ job performance and students’ academic performance in Public secondary schools in Abuja, Nigeria. In this study, we used a correlational survey method. The population comprises all the teachers and students in the Federal Capital Territory, Abuja, Nigeria. We used a sample size of 160 principals and 240 senior secondary school students using Taro Yamane’s formula. Proportionate stratified random sampling was used to select the number of principals per area councils, while disproportionate stratified random sampling was used to select the number of students per area councils for fair representation. The overall internal consistency reliability coefficient indices obtained through the Cronbach Alpha method were: 0.73 for (TMSQ), and 0.71 for (SCMSQ). Means, standard deviations, and Pearson Product-Moment Correlation Coefficient were used to answer the research questions, while regressions and associated t-tests were used to test the hypothesis at the 0.05 level of significance. The study concluded that there was a significant relationship between classroom management styles and teachers’ job performance in Public secondary schools in Abuja. The study also showed that there was a significant relationship between Classroom Management styles and Students’ Academic Performance in Public Secondary schools in Abuja. Based on the findings, the paper hereby recommends that the Federal Capital Territory Board of Secondary Schools should organize training for teachers on effective use of classroom management styles. FCT SEB should also organize training for teachers on how to manage the students in the classrooms in the schools for maximum academic performance.
References
Atiya, I., & Palwasha, J. (n.d.). Teacher’s job performance: The role of motivation. Abasyn Journal of Social Sciences, 5(2), 72–92. https://pdfs.semanticscholar.org/3dec/ad55fbe1c23fd2507466ab89f49e3
Bassey, U. O., Agbade, D. O. P., & Ogunode, N. J. (2023). Impact of coaching leadership style on secondary school administration, teachers’ job performance, and secondary students’ academic performance in public secondary schools in the Federal Capital Territory, Abuja, Nigeria. International Journal of Development and Public Policy, 3(11), 22–30. https://openaccessjournals.eu/index.php/ijdpp/article/view/2361
Bello, O. T. (2006). Relationship between teachers’ disciplinary styles and students’ academic performance in Ilorin East local government area secondary schools, Kwara State (Unpublished master’s thesis). University of Ilorin.
Chidimma, E. (2019). Perceived influence of teachers’ classroom management skills and students’ academic performance in secondary schools in South East, Nigeria. https://repository.mouau.edu.ng/work/view/perceived-influence-of-teachers-classroom- management-skills-and-students-academic-performance-in-secondary-schools-in-south-east-nigeria-7-2
Duze, C. O. (2012). Leadership styles of principals and job performance of staff in secondary schools in the Delta State of Nigeria. An International Journal of Social Arts and Humanities, 1(2), 34–45.
Elias, M. J., & Schwab, Y. (2006). From compliance to responsibility: Social and emotional learning and classroom management. Lawrence Erlbaum Associates.
Emmanuel, O. A., Ogunode, N. J., & Suleim, S. (2023). Management of diversity in the classroom. Fan, Ta’lim, Madaniyat Va Innovatsiya, 2(10), 124–131.
Evertson, C. M., & Weinstein, C. S. (Eds.). (2006). Handbook of classroom management: Research, practice, and contemporary issues. Lawrence Erlbaum Associates, Inc.
Hafeez, M., Abbasi, A. A., & Novita, D. (2021). Impacts of different leadership styles on the performance of teachers and organizations. Alhamd Multidisciplinary Research Journal, 2(2), 107–123.
Jamba, N., & Norbu, L. (2023). Effective classroom management and students’ academic performance: A study in one of the middle secondary schools in Bumthang district. Polaris Global Journal of Scholarly Research and Trends, 2(1), 11–24.
Jones, S. M. (2018). Effective secondary classroom management procedures to minimize disruptive behavior. Grand Canyon University.
Nisar, M., Khan, I. A., & Khan, F. (2019). Relationship between classroom management and students’ academic achievement. Pakistan Journal of Distance and Online Learning, 5(1), 209–220.
Ogunode, N. J., Edet, I. N. (2023). Classroom management. International Journal of Inclusive and Sustainable Education, 2(10), 62–70.
Ogunode, N. J., & Edet, I. N. (2023a). Students’ academic performance in schools. American Journal of Public Diplomacy and International Studies, 1(8), 80–92.
Ogunode, N. J., & Paul, S. A. (2021). Shortage of professional teachers in Nigerian educational institutions and the way forward. Journal of Ethics and Diversity in International Communication, 1(4), 9–15.
Ogunode, N. J., Okwelogu, I. S., & Ahaotu, G. N. (2021). Problems faced by public school teachers in Nigeria and the way forward. Middle European Scientific Bulletin, 17, 355–363.
Sunday, C. (2017). Classroom management styles and school indicators in public secondary schools in Imo State, Nigeria. Journal of Social Education, 2(5), 23–30.
Yusuf, F. A. (2012). Influence of principals’ leadership styles on students’ academic achievement in secondary schools. Journal of Innovative Research in Management and Humanities, 3(1), 113–121.
Zaifada, B. Z., Olowonefa, G. O., & Ogunode, N. J. (2023). Public secondary school administration in Nigeria. Journal of Science, Research and Teaching, 2(2), 76–86.