TEACHERS’ CLASSROOM MANAGEMENT AND PRINCIPALS’ ADMINISTRATIVE EFFICIENCY IN PUBLIC SENIOR SECONDARY SCHOOLS IN NORTH WEST ZONE, NIGERIA

Abstract

This study was carried out to find the relationship between teachers’ classroom management and principals’ administrative efficiency in public Senior Secondary Schools in north west zone, Nigeria. The research was a Correlation Research and a sample of 370 was drawn from selected public senior secondary school principals and teachers. The questionnaires were titled Teachers’ Classroom Management Questionnaire (TCMQ) with 7 items, and Principals’ Administrative Efficiency (PAEQ) with 15 items. After the instruments were expert validated, some items were modified, removed and added. A pilot study was conducted and the reliability index was computed using the Cronbach Alpha method of internal reliability. The reliability index obtained were 0.74, and 0.78 respectively. The data was collected by the researcher and two research assistants using Direct Delivery and Retrieval Technique (DDRT). Pearson Product Moment Correlation (PPMC) was used to test hypotheses at a 0.05 level of significance and analysis was done using Statistical Package for Social Science. The study found that there is a significant relationship between teachers’ classroom management and principals’ administrative efficiency in public senior secondary school in north west zone, Nigeria. The recommendations given included that; teachers should be able to control their classes to have safe and interesting teaching and learning experience with their students. This can be done by keeping the class safe, maintaining law and order, and setting standards for students in the class. Principals  are expected to train and retrain teachers from time to time so that they can improve in their classroom management skills.