PRINCIPALS’ ASSESSMENT OF TEACHERS’ CLASSROOM MANAGEMENT EFFECTIVENESS IN SECONDARY SCHOOLSIN DELTA STATE

Abstract

This study examined principals’ assessment of teachers’ classroom management effectiveness in secondary schools in Delta State. Three research questions and three hypotheses were formulated for the study. This study adopted a survey research design. The population of this study included all teachers and principals in all the public secondary schools in Ika south Local government area in Delta state. The population of the study consists of Eighteen (18) public secondary schools. Purposive sampling technique was used to select seventy-two (72) teachers and principals. The instrument for the study was questionnaire. The questions were patterned after the Likert-type scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). The instrument has both face and construct validity. Cronbach's Alpha method of reliability was used to estimate the reliability of the instrument and a coefficient of 0.62 was obtained as a measure of internal consistency. The descriptive statistics of mean was used to answer the research questions while inferential statistics of t-test was used to test the hypotheses formulated at 0.05 level of significance. The major conclusion reached from the interpretation of the results is that there is effectiveness in principals’ assessment of teachers’ classroom management. It also revealed that there is effectiveness in principals’ assessment of male and female, and rural and urban teachers’ classroom management. Based on the findings of this study, it was recommended that among others that the school principals should establish good channels of communication between themselves and staff.