Abstract:
This study examines kindergarten teachers’ perceptions of classroom management
strategies in managing kindergarten pupils. The study employed concurrent mixed
method design, underpinned by the pragmatic philosophical thought. Data were
collected in two phases using a four-point Likert-type questionnaire and observation
schedule. At the quantitative phase, a questionnaire was administered to teachers
while the qualitative phase involved observation and interview of class teachers.
Independent samples t-test and standard deviation were the analytical tools used for
quantitative data while the qualitative data were thematically analysed to explain
issues as they emerged from the quantitative data. The findings of the study showed
that kindergarten teachers in the study area had high efficacy beliefs in classroom
management practices; kindergarten teachers mostly used group managerial approach,
group guidance and the business academic approaches in managing the misbehaviour
and inadequate nurturing at home, and copying of bad behaviours by pupils at home
and in school. Seeking teachers’ and peers’ attention seemed to be the reasons why
pupils misbehave in kindergarten classrooms. Moreover, no statistically significant
difference was found in the efficacy beliefs in classroom management practices of
male and female kindergarten teachers. It was therefore, recommended that both the
pre-service and in-service early childhood teacher education programmes in Ghana
should emphasize teacher trainees’ ability to: (1) manage the peculiar behaviour of
individual pupils; and (2) establish classroom management systems appropriate for
learners. The Colleges of Education and Ministry of Education should ensure that
teachers receive more training in classroom management during their off-campus
teaching.
Description:
A thesis in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment of
the requirements for the award of the degree of
Master of Philosophy
(Early Childhood Education)
in the University of Education, Winneba
SEPTEMBER, 2019