PSYCH  Vol.2 No.9 , December 2011
The Relationship between Teachers’ Effectiveness and Management of Classroom Misbehaviours in Secondary Schools
ABSTRACT
The study investigated the nature of classroom misbehaviours among secondary school students in Ondo State, Nigeria. It also determined the effectiveness of the teachers and the strategies adopted by the teachers to manage classroom misbehaviours. Furthermore, it established the relationship between teachers’ effectiveness and management of classroom misbehavior with a view to maintaining discipline in schools. The study adopted descriptive survey design. The population comprised the teachers and school administrators in Ondo State. The sample consisted of 420 teachers and 180 school administrators selected randomly from 10 secondary schools selected by stratified sampling technique using location of schools and ownerships of schools as strata. Two instruments namely “Questionnaire on Management of Classroom Misbehaviour” (QMCM) and “Teacher Effectiveness Scale” (TES) were used to elicit information from the students. QMCM was made up of three sections. Section A consisted of items on socio-demographic variables such as sex, location of schools and ownership of schools. Section B requested the teachers to indicate the types of misbehavior that take place in the classroom and their frequencies of occurrence. Section C comprises strategies used by teachers to manage classroom misbehaviours. TES was the ratings of teachers’ effectiveness as done by the school administrators. Results showed that the following misbehaviours occurred frequently in the classrooms: talking while was teaching (75.4%) and fighting (90.9%). The strategies adopted by teachers included giving advice (90.5) and referring the students to the school counsellors (88.6%). The teachers were rated effective in attending classes punctually (81.3%) and in communicating clearly with the students (96.0%). Furthermore, there existed a significant relationship between teachers’ effectiveness and management of classroom misbehavior, r = 0.0525 which is significant at .05 level.

Cite this paper
nullOmoteso, B. & Semudara, A. (2011). The Relationship between Teachers’ Effectiveness and Management of Classroom Misbehaviours in Secondary Schools. Psychology, 2, 902-908. doi: 10.4236/psych.2011.29136.
References
[1]   Adeniyi, W. O. (2007). A study of management of the classroom behavioural problems in secondary schools in Osun State. Master’s Thesis, Ile-Ife: Obafemi Awolowo University. Unpublished.

[2]   Cains, R. A., & Brown, C. R. (1998). Newly qualified teachers: A comparative analysis of the perceptions held by B.Ed. nad PGDE— trained primary teachers on the level and frequency of stress experienced during the first year of reading. Educational Psychology, 18, 1. doi:10.1080/0144341980180107

[3]   Carbone, E. (2001). Arranging the classroom with an eye (and ear) to students with ADHD. Teaching Exceptional children, 39, 211-228.

[4]   Catledge, G., & Johnson, C. T. (1996). Inclusive classrooms for students with emotional and behavioural disorder: Critical variables. Theory and Practice, 35, 51-57. doi:10.1080/00405849609543701

[5]   Crone, F. (2000). The responsible thinking classroom. The Boys in school bulletin, 3, 4-9.

[6]   Donaldson, E. L. (1999). A comparative study of educational policies and effective school-based strategies to reduce violence in schools: Canada, Finland and Scotland. In G. Malicky. B. Shapiro, & K. Mazurek (Eds.), Building foundations for safe and caring schools: Research on distruptive behavior and violence (pp. 199-200). Edmonton: Duval House.

[7]   Gailo, R., & Little, E. (2003) Classroom behavior problems: The relationship between preparedness, classroom experiences and self-efficacy in graduate and student teachers. Australian Journal Educational and Developmental Psychology, 3, 21-24.

[8]   Hussain, N. (2003). Helping EFL/ESL students by asking quality questions. The Internet TESL Journal, 9, 10.

[9]   Lin, H., & Gomell, J. (1998). Pre-service teachers’ efficacy beliefs in Taiwan. Journal of Research and Development in Education, 32, 17-25.

[10]   Little, E. (1999). Conduct disorder: Generalization across settings and implications for home school-based intervention. Unpublished Doctoral Dissertation, Victoria: RMIT University,.

[11]   MacDonalds, I. M. (1999). Cross-cultural and cross-national perspectives. In G. Malicky, B. Shapiro, & K. Mazurek (Eds.), Building foundations for safe and caring schools: Research on distruptive behavior and violence (pp. 199-200). Edmonton: Duval House.

[12]   Martin, A., Limfort, K., & Stephenson, J. (1999). How teachers respond to concern about misbehavior in their classroom. Psychology in the Schools, 36, 347-358. doi:10.1002/(SICI)1520-6807(199907)36:4<347::AID-PITS7>3.0.CO;2-G

[13]   National Policy on Education (2004). Federal Government of Nigeria.

[14]   Oladele, J. O. (2004). Fundamentals of educational psychology. Handbook for Education students and teachers. Lagos: Johns-Lads Publishers Ltd.

[15]   Olweus, D. (1998). Bullying or peer abuse at school. Facts and intervention. Current Directions in Psychological Science, 4, 196-200. doi:10.1111/1467-8721.ep10772640

[16]   Omoteso, B. A. (1998). The relationship between teacher verbal behavior and teacher effectiveness in secondary schools in Ife Central Local government Area. Unpublished Masters’ Thesis of Obafemi, Ile-Ife: Awolowo University.

[17]   Rigby, K. (1997). Attitudes and beliefs about bullying among Ausralian children. Irish Journal of Psychology, 18, 202-209.

[18]   Rogers, B. (1999). Links between students behavior problems. Classroom, 20, 20-21.

[19]   Slavin, R. E. (2000). Educational psychology: Theory and practice. Boston: Allyn and Bacon.

 
 
Top