This study investigated classroom management practices among teachers in public senior secondary schools in Anambra State. Three research questions and hypotheses were formulated to guide the study in line with the stated specific objectives of the study. Descriptive research design of the survey type was adopted and the population of the study comprised 3395 teachers in public senior secondary schools in the six education zones in Anambra State. The sample size consisted of 556 teachers representing 16% of the total population drawn using a stratified sampling technique based on educational zones. The instrument for data collection was the researchers-designed 41-item questionnaire tagged; “Effective Classroom Management Practices Among Public Senior Secondary School Teachers’ Questionnaire (ECMPPSSTQ).” The instrument was validated by three experts and the reliability coefficient of 0.84 was determined using Cronbach alpha. Research questions were answered using mean and standard deviation while t-test statistics was used to test null hypotheses at 0.05 level of significance. Findings revealed that teachers in public senior secondary schools in Anambra State are aware of various classroom management practices to a high extent. The study concluded that teachers are conversant with various techniques and strategies to ensure classroom management and control in public secondary schools in Anambra State. The study, therefore, recommended the following among others; secondary school teachers should adopt and utilize different classroom management techniques and strategies to ensure class control and enhance students’ academic achievements.
Classroom, management strategies, class control, public secondary school, Anambra State
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