ABSTRACT: The study examines the role of the teacher in classroom management. The population of the study consist of the entire teachers of Rimi College Kaduna. Out of 52 staff, 27 were selected as the sample size. Questionnaire constituted the instrument of data collection. The mean (x) was used to analyze the five liker questionnaires based on the research questions. The analysis indicated that the function of the teacher in classroom management if basically planning of lesson, inculcating discipline, delegating responsibility and ensuring decorum that will make such class conducive for teaching and learning. Classroom management is effective on students achievement because help to create a conducive environment that is conducive for learning and also facilitate lesson planning and class administration enhances teaching and learning. Classroom management influence the academic and moral development of student positively. But inspite of the positive effect and role of teachers in classroom management, it is constraint with challenges arising from lack of proper research in classroom management as well as lack of training of teachers on modern techniques of classroom management. As such, it is recommended that teachers should be trained and retrained through on-the-job training on classroom management techniques and approaches.
TABLE OF CONTENTSCHAPTER ONE
INTRODUCTION
1.1 Background of the Study - - - - - - 1
1.2 Statement of the Problem - - - - - - 2
1.3 Objective of the Study - - - - - - - 3
1.4 Significance of the Study - - - - - - 4
1.5 Research Questions - - - - - - - 5
1.6 Scope of the Study - - - - - - - 5
1.7 Definition of Terms - - - - - - - 6
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction - - - - - - - - 8
2.1 The Role of Teacher in Classroom Management - - 8
2.2 Effects of Classroom Management - - - - 9
2.3 The Characteristics of Classroom Manager - - - 11
2.4 The Role of the Teacher in Classroom Management - 12
2.5 The Impact of Teacher on Classroom Management - 15
2.6 Challenges of Classroom Management - - - - 19
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction - - - - - - - - 22
3.2 Research Design - - - - - - - 22
3.3 Area of the Study - - - - - - - 23
3.4 Population of the Study - - - - - - 23
3.4 Sample and Sampling Procedure - - - - - 23
3.5 Research Instrumentation - - - - - - 24
3.5.1 Validity - - - - - - - - - 25
3.5.2 Reliability - - - - - - - - - 25
3.6 Procedure for the Administration of the Instrument - 26
3.7 Method of Data Presentation and Analysis - - - 26
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Introduction - - - - - - - - 28
4.2 Analysis of Respondents Demography - - - - 28
4.3 Data Analysis - - - - - - - - 30
4.4 Summary of Findings - - - - - - - 38
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary - - - - - - - - - 40
5.2 Conclusion - - - - - - - - - 41
5.3 Recommendations - - - - - - - 42
5.4 Suggestion for Further Studies - - - - - 43
References - - - - - - - - - - 44
Appendix - - - - - - - - - - 47
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Classroom Management is about creation of positive learning environments. But the concept of positive learning environment is both broad and vague.
Despite educator’s concerns with the nature of classroom learning environments, few recent studies have investigated either teachers’ knowledge or practices of classroom management in positive learning environments. As such there is inadequate understanding of how teachers support both engaged learning and positive social interaction (Oakes, 2009).
In this regard, so many writers and researchers have urged educators to move toward broader and more comprehensive positions on issues of classroom management in (Jones, 2006). As Jones advocates, “at its best, classroom management is not only a means to effective instruction, it has also becomes a vehicle for providing students with a sense of community and increased skills in interpersonal communication, conflict management and self control.
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