Classroom management practices of basic school teachers in Ahafo Kenyasi in the Asutifi North District

Abstract

The purpose of the study was to examine the classroom management practices in basic schools in Ahafo Kenyase. The objective of the study were; to identify classroom management practices adopted by teachers in Ahafo Kenyase in the Asutifi North District; to ascertain the prevalent disruptive behavior students’ exhibit in classroom; to find out how teachers manage disrupted behaiours in classroom and to identify the instructional management practices adopted by basic schools’ teachers. The study adopted a descriptive research design and a sample size of 105 respondents were selected for the study. Simple random sampling was used to select 105 respondents for the study. The quantitative approach was used with the aid of a questionnaire. Descriptive statistics was used for the analysis of the data. The findings of the study led to the conclusion that a majority of the teachers adopted the teacher-centred style of teaching. It was also found that teachers find it difficult to manage certain disruptive behaviours exhibited by the students. It also was found out that instructional management practices adopted by the basic schools need to be improved significantly as teachers are not able to adopt the requisite instructional management practices. It was recommended that the teachers need to be encouraged and conscientized to adopt student-centered style of classroom management. Educational authorities and teachers need to help students who do not behave well to change their actions through programmes like talk shows, seminars and symposia. Teachers should be models of good behavior in the way they dress, the way they talk and things they do particularly in the classroom. Teachers should also ensure that they create positive learning environment. The study also recommends that the Ghana Education Service should organise training programmes for teachers to receive more training in the fields of classroom management practices.