TEACHERS’ CLASSROOM MANAGEMENT STRATEGIES AS PREDICTOR OF STUDENTS’ ACADEMIC ENGAGEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined teachers’ classroom management strategies as predictor of students’ academic engagement in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study comprised 5,149 teachers in public secondary schools in the six Education Zones of Anambra State. The sample was 551 teachers drawn from the population of the study. Proportionate stratified and simple random sampling techniques were used for the study. The instruments for data collection were researchers’-structured questionnaire titled: Teachers’ Classroom Management Strategy Questionnaire (TCMSQ), and Students’ Academic Engagement Questionnaire (SAEQ). The instruments were validated by three experts in the Department of Educational Foundations, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus. The reliability of the instrument was determined using Cronbach Alpha Coefficient method and the average coefficient for TCMSQ is 0.83, and 0.93 for SAEQ. Simple linear regression and multiple linear regression analysis were used for data analysis. The study revealed that teachers’ communication management strategy (r = 0.484; p < 0.000), and teachers’ time management strategy (r = 0.752; p < 0.000) have positive and significant predictive value on students’ academic engagement in public secondary schools in Anambra State. The study concluded that teachers’ classroom management strategies had positive variation towards students’ academic engagement in public secondary schools in Anambra State. The study recommended among others that should be trained on adequate adherence to time, as time determines the imperativeness in accomplishing organizational objectives and goals.