Efficacy of Classroom Management Strategies in Schools: Teachers Perspective

Abstract

The concept of classroom management is an essential part of effective teaching and learning. It can be defined as the vast array of strategies and techniques that have been developed by the teachers to preserve the appreciable learning environment, encourage student participation increase and reduce disruptive conduct. This research was descriptive in that it applied a survey method in a quantitative research paradigm. The population of this research study was selected as the teachers of the government schools, both in urban and rural setups within Lahore district. The researcher ran a sample consisting of 300 public sector teachers in ten schools based on both the criteria of random sampling and convenience sampling. The researcher used self-developed questionnaire. Data were tabulated and analyzed with the help of the descriptive method of statistical analysis. There are 300 teachers in the sample, 150 of whom are men and 150 of whom are women. The majority of teachers (25 percent each) are between the ages of 31 and 35 and 41 and older. This research has found that setting proper guidelines and procedures is of the essence in classroom administration. The school teachers stressed on importance of rules and routines as the auditable acts of classroom control and creation of a favorable learning environment. This research leaves the conclusion that deployment of appropriate rules and routines plays a major part in the process of regulating and controlling the environment of the classroom. Routines and classroom rules are significant in the provision of order in the classroom behaviour of the students. The results of the presented research demonstrate a high necessity to provide particular training on classroom management strategies among teachers.