Teachers’ Classroom Management Skills and its Contribution on Students’ Behaviour in Public Secondary Schools in Arusha City

ABSTRACT

This study focused on the contribution of teachers' classroom management skills on students' behaviour in public secondary schools in Arusha city. The research aimed to achieve three specific objectives: first, to identify classroom management skills used by teachers in these schools; second, to assess how these skills affect students’ behaviour; and third, to explore strategies for improving teachers' classroom management skills. The study was guided by reinforcement theory and behavioural modification theory. A convergent mixed methods design was used, involving both quantitative and qualitative data collection. Questionnaires were administered to 55 teachers and 40 students using simple random sampling, while interviews were conducted with 5 discipline teachers selected through purposive sampling. The research instruments' validity was ensured by a research expert, and reliability was established with a Cronbach's coefficient alpha value of 0.9. Quantitative data were analysed using SPSS computer software, employing statistical description and presented in tables and figures. Qualitative data were analysed through thematic coding and content analysis. The data indicated that effective language use, communication, reinforcement, and teacher-student relations were identified as crucial teacher classroom management skills. The study revealed that these skills significantly influenced students' behaviour, with proper management leading to reduced disruptive behaviours, and vice versa. Based on the results, the study recommended adopting strategies like using proper language, effective communication, positive reinforcement, and fostering better teacher-student relations to improve classroom management skills. Ultimately, the research concluded that teachers' classroom management skills significantly impact students' behaviour in public secondary schools in Arusha city. The study advocates for employing a variety of classroom management skills, including a combination of authoritative and supportive approaches to manage classrooms and enhance students' behavioural outcomes. By implementing these strategies, teachers can create a conducive learning environment and positively influence students' behaviour in secondary schools.

TABLE OF CONTENTS

DECLARATION i

CERTIFICATION ii

DEDICATION iv

ACKNOWLEDGEMENTS v

TABLE OF CONTENTS vi

LIST OF TABLES x

LIST OF FIGURES xi

ACRONYMS AND ABBREVIATIONS xii

ABSTRACT xiii

CHAPTER ONE

INTRODUCTION

1.0 Introduction 1

1.1 Background to the Study 1

1.2 Statement of the Problem 5

1.3 Research Objectives 5

1.4 Research Questions 6

1.5 Significance of the Study 6

1.6 Scope and Delimitation of the Study 7

1.7 Limitations of the Study 7

1.8 Theoretical Framework 8

1.8.1 Reinforcement Theory 8

1.9 Conceptual Framework 101

1.10 Operational Definition of Key Terms 12

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction 13

2.1 Theoretical Literature Review 13

2.1.1 Behaviour Modification Theory 13

2.2 Empirical Literature Review 16

2.2.1 Teachers’ Classroom Management Skills used in Secondary Schools 16

2.2.2 Effects of Teachers’ Classroom Management Skills on Student’s Behaviour 21

2.2.3 Strategies to be adopted for Better Teachers’ Classroom Management Skills 25

2.3 Research Gap 31

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction 33

3.1. Research Design 33

3.2. Area of the Study 34

3.3. Target Population 34

3.4 Sample Size and Sampling Procedure 35

3.4.1 Sample Size 35

3.4.2 Sampling Technique 36

3.5 Research Instruments 37

3.5.1. Questionnaires 37

3.5.2 Interview Guide 38

3.6 Validity and Reliability of the Research Instruments 38

3.6.1 Validity of the Research Instruments 39

3.6.2 Reliability of Research Instruments 39

3.7 Data Collection Procedures 39

3.8 Data Analysis Procedures 40

3.9. Ethical Consideration 41

CHAPTER FOUR

RESULTS AND DISCUSSION

4.0 Introduction 42

4.1 Distribution of Research Tools and Its Return Succession 42

4.2 Demographic Information of Respondents 43

4.2.1 Demographic Information of Teachers 44

4.2.2 Demographic Information of Students 46

4.3 Quantitative Data on the Kind of Teachers’ Classroom Management Skills Used in Public Secondary Schools in Arusha City 48

4.4 Quantitative Data on the Effects of Teachers’ Classroom Management Skills on Students’ Behaviour in Public Secondary Schools in Arusha City 56

4.5 Quantitative Data on the Strategies to be Adopted for Better Teachers’ Classroom Management Skills in Public Secondary Schools in Arusha City 63

4.6 Qualitative Data Regarding Each Specific Objective 70

4.7 Qualitative Data on the Kind of Teachers' Classroom Management Skills 71

4.8 Qualitative Data on the Effects of Teachers' Classroom Management Skills on Students' Behaviour 72

4.9 Qualitative Data on the Strategies for Better Teachers' Classroom Management Skills 73

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction 75

5.1 Summary of the Data 75

5.2 Conclusions 77

5.3 Recommendations 78

5.4 Recommendations for Further Studies 80

REFERENCES 82

APPENDICES 90

Appendix I: Questionnaire for Teachers 90

Appendix II: Questionnaire for Students 94

Appendix III: Interview Guide for Discipline Teachers 98

Appendix IV: Clearance Letter 100

Appendix V: Permission Letter 101

LIST OF TABLES

Table 3.1: Sample Size Frame 36

Table 3.2: Reliability Statistics for Questionnaires 40

Table 4.1: Distribution of Research Instruments and Return Rate 43

Table 4.2: Demographic Information of Teachers 44

Table 4.3: Demographic Information of Students 46

Table 4.4: Quantitative Data on the Kind of Teachers’ Classroom Management Skills Used in Public Secondary Schools 49

Table 4.5: Quantitative Data on the Effects of Teachers’ Classroom Management Skills on Students’ Behaviour in Public Secondary Schools 56

Table 4.6: Quantitative Data on the Strategies to be Adopted for Better Teachers’ Classroom Management Skills in Public Secondary Schools 63

Table 4.7: Thematic Analysis and Content Analysis Data 70