INNOVATIVE CLASSROOM MANAGEMENT APPROACHES OF TEACHERS AS PREDICTORS OF STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

Abstract

This study examined teachers’ innovative classroom management approaches as predictors students’ academic performance in public secondary schools in Anambra State, Nigeria. Specifically, it examined the predictive relationship of instructional creativity, behavioural management strategies and classroom organization techniques with students’ academic performance. The study was guided by three research questions and three null hypotheses, and was underpinned by Kounin’s (1970) Classroom Management Theory, which highlighted the role of proactive and structured teaching environments in enhancing students’ engagement and learning outcomes. A correlational research design was employed, involving a sample of 52 Senior Secondary II English Language teachers and 960 students drawn from 20 purposively selected schools in Awka and Nnewi Education Zones. The selection ensured that participating schools had qualified SS II English Language teachers and accessible academic performance records. Data were collected using a structured teacher questionnaire and official students’ academic records in English Language. Analysis was conducted using the simple regressions. The findings revealed that teachers’ instructional creativity, behavioural management strategies and classroom organization techniques are all significant and positive predictors of students’ academic performance in public secondary schools in Anambra State. The study concluded that promoting innovative classroom management practices is critical to improving academic outcomes. It recommended, among others that teachers should be continuously exposed to professional development programs that emphasize innovative instructional strategies. Such training should equip educators with creative, student-centered methodologies capable of stimulating learners' interest, enhancing engagement and promoting deeper understanding, all of which contribute to improved academic performance