THE EFFECT OF MANAGERIAL STYLE ON EFFECTIVE CLASSROOM PRACTICE AMONG PRIMARY SCHOOL TEACHERS IN SELECTED PRIVATE PRIMARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1         Background of the study

Classroom management is inextricably linked to the teacher's function in the classroom and the manner in which he or she manages all of the everyday concerns that may arise. According to modern research, this word encompasses not just repressive activities that a teacher may take, but also all preventative efforts that a teacher should do to promote a flourishing atmosphere for all students. Additionally, classroom management is linked not just to kids' academic achievement, but also to their whole development - emotive, cognitive, and social (Barbara S., Regina G., & Timothy J. 2017).

It is also crucial to be emphasized that successful classroom management is strongly tied to the development of children’s inner discipline. As a result, children do not obey enforced discipline because they are forced to, but rather because they co-decide on the class rules and the penalties that will be enforced if they do not follow them (Anderson, 2016).

Memories of school used to be connected with compliance and respect for the authority of the primary-school teacher, which was reinforced by caning and penalties. In class, discipline meant following authority without question. However, significant changes have occurred since then, resulting in experiences that differ from those of our grandparents; today, corporal punishment is considered unacceptable, and cases of violence in the classroom are publicly condemned. Over time, pedagogical beliefs, ideas, and customary notions have evolved, as has the frame of reference for what discipline is. Despite the advances made, the subject of discipline remains of critical relevance for both new and veteran instructors.

As previously said, instructors are portrayed as being more adaptable, forming good interpersonal ties with their students, anticipating their needs, and partnering with them in the establishment of classroom norms. Children and teachers may work together to build strong connections and a supportive classroom atmosphere, all of which contribute to the development of self-esteem and self-control in children.

1.2          Statement of the problem

The importance of good classroom management in the realization of the objectives of education cannot be over emphasized. Teaching and learning is very embracing involving a wide range of activities such as writing on chalkboard, discussing with students, demonstrating a procedure, supervising student’s class work, reading and marking assignments. Good classroom environment with good desks and seats well spaced out, well ventilated, good lighting, good ceiling and roof and smooth floor enhances effective teaching and learning. When the classroom environment provides students what they need, equilibrium occurs but when the classroom environment does not, there is disequilibrium.

The researcher has observed that most public primary schools in Lagos State have an issue of overpopulation. In most of these schools, a teacher student’s ratio of 1:80 is evidenced thus making it difficult for them to manage the classroom. The national policy on education revised recommended a teacher-student’s ratio of 1:40 for normal or regular school. Besides, research has revealed an increasing rate of behaviour problems among secondary school students during lessons (Adamson, R. A., McKenna, J., & Mitchell, B. S. 2016). The main thrust of this study is to identify the effective classroom management techniques for private and public primary schools in in Eti-Osa Local Government Area of Lagos State, Nigeria in view of the implication of the overwhelming teacher-student’s ratio.

1.3       Objective of the study

The main focus of this study is to examine the effect of Managerial style on Effective classroom practice among primary school teachers in selected Private primary School. Specifically it seeks to:

1. To examine the different classroom management techniques considered effective during the lesson

2. To examine the effect of teacher's managerial styles on students' learning

3. To examine if teachers in primary schools practice effective managerial styles during teaching-learning.

4. To examine if teachers effective managerial style yields to effective classroom practices.

1.4       Research Questions

The research is guided by the following research questions:

1. What are the different classroom management techniques considered during teaching-learning process?

2. Does private primary school teachers practice effective managerial styles in classroom setting?

3. What is the is the impact of teacher's effective classroom management on Student’s learning?

4. Is there any significant effect of teachers managerial style on effective classroom practices?

1.5       Significance of the study

The research will be helpful to professional and practicing  teachers as well a teachers in training. To teachers, the study will enhance them to  identify effective classroom management approaches of primary schools.This will not only add to existing knowledge on the area of how teachers can effect classroom practices for productivity among primary school students, it will serve a purpose of assisting future researchers who will be willing to venture into effective classroom practices among teachers in primary schools. The study also will add to the body of literature in this area, serve as reference material for student and researchers in this  field while providing opportunity for further studies in this area.

1.6       Scope of the study

The main focus of this study is to examine the effect of Managerial style on Effective classroom practice among primary school teachers in selected Private primary Schools. It will discuss the classroom management techniques and approaches that yields to effective learning. The study however is limited to Eti-Osa Local Government in Lagos State.

1.7       Limitation of the study

The study encountered various militating factors which posed as a limitation such as:

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8       Definition of terms

Classroom Management:Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class

Classroom Practice: Classroom practice, as a process, involves multiple agents and their interactions within the classroom as a system. The process can be manifested in diverse formats and structures, and its effectiveness can be influenced by numerous factors both internal and external to the classroom.

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