Teachers’ Classroom Management Skills Influence the Academic Performance of Secondary School Science Students in Lahore

Abstract

This research analyses how teachers' management abilities in the classroom affect how well their students perform in academic science courses at secondary schools in the city of Lahore. This research utilized a quantitative, descriptive survey design methodology whereby 400 secondary school science teachers from 45 different public and private secondary schools within Lahore were surveyed. The survey consisted of a 37-item structured questionnaire measuring five different Classroom Management dimensions (Discipline Management, Teaching/Learning Organization, Classroom Interaction, Teacher/Student Communication, and Psychological/Social Classroom Environment). It also contained a measure of students perceived academic performance as well as the internal consistency of the questionnaire.Descriptive results indicated that most classroom management strategies used by teachers are used moderately, however teacher-student communication and classroom climate received higher scores compared to all other strategies. There was no significant difference in teacher management skills and student performance when comparing demographic variables such as gender and service status or the classification of the school sector in which the teachers work (public/private). Correlation Analysis indicated that there exists a positive correlation between student academic performance and the dimensions that measure teachers’ use of classroom management strategies, specifically (structured teaching practices, lesson organization, and classroom interactions). Regression results supported the hypotheses that the dimensions of Classroom Management had a significant positive effect on predicted student performance; this indicates that organized teaching and providing quality instructional practices and implementing positive classroom interaction has a positive impact on student learning. In conclusion, the results of this study indicate the importance of effective classroom management practices in improving secondary level Science Students’ Academic Performance and highlight the need for greater emphasis on structured Classroom Management Training for Teachers.