Impact of Classroom Management on Students’ Academic Performance: Teachers’ Perception in Lasbela

Abstract

This study focuses on the presentation and discussion of data on the impact of Classroom management on students’ academic performance: teacher’s perception in Lasbela secondary schools. A case study of district Lasbela, Balochistan. The main objectives of the study to explore the teachers’ perceptions, of classroom management strategies, examine the issues and challenges about classroom management at public secondary schools in District Lasbela. Further, to suggest strategies to overcome issues and challenges of classroom management at public secondary schools. Data collected through questionnaire, a mixed-method investigation of the Lasbela district in Balochistan. The population size was government high secondary schools’ teachers of district Lasbela. The random sampling used for data collection. The descriptive statistics have been used for data analysis. The results are suggested that SST teachers' perspectives on planning and organizing the classroom's overall activities, beginning class periods in a systematic and organized way, maintaining lesson planning for each lesson on a regular basis, choosing the appropriate activities to achieve the objectives, having an excellent plan that adequately covered all aspects, and choosing appropriate educational goals and objectives were significantly different. The perspectives of SST teachers on how to efficiently deliver the lesson in the allocated time, apply time management techniques in teaching appropriately, and consistently attempt to accomplish the course work on time were found to be significantly different. These results for Efficiency in Student Engagement are crucial for teacher education because they demonstrate the influence of the teacher on student achievement. When students are interested in what they are learning, they are more likely to succeed. According to research, teachers' beliefs in their own abilities have an impact on learners academic success. The study recommended that secondary school teachers use guidance and counselling techniques to resolve various issues, connect, conclude, and summarize concepts with prior knowledge, clearly explain fundamental concepts and use examples from daily life when giving instructions. teachers treat students with respect in the classroom, apply modern knowledge, ideas, and emerging technology in teaching learning processes, permit the student to answer, develop the problem-solving skills, move purposefully and encourage student to display work.