Classroom management strategies of teachers in early childhood centres in the Juaboso District

Abstract

Many teachers in the Juaboso District face difficulties in managing their classrooms due to large class sizes, limited resources, lack of parental involvement, and insufficient professional development. These challenges hinder teachers' ability to create a structured, supportive learning environment. Against this backdrop, the study sought to explore teachers' specific classroom management strategies, assess their effectiveness, and identify the obstacles that prevent optimal classroom management practices. The study adopted a qualitative case study research design, focusing on early childhood centres in the Juaboso District in the Western North Region of Ghana. A sample size of 15 teachers was selected for in-depth investigation. Data was collected using interviews and direct classroom observations, which provided comprehensive insights into teachers' real-world practices and challenges. Thematic analysis was employed to analyse the data, identifying recurring patterns and key themes related to classroom management strategies and their effectiveness. The findings reveal that teachers employ various strategies, including establishing clear routines, positive reinforcement, organising the classroom environment, and using age-appropriate disciplinary methods. These practices contribute to maintaining order, fostering social and emotional development, and enhancing students' academic performance. Teachers emphasise the importance of strong teacher-student relationships and evidence-based techniques in minimising disruptive behaviours. However, challenges such as insufficient resources, large class sizes, limited parental involvement, and inadequate professional development hinder effective classroom management. Based on the findings, the study recommends 1. increased access to professional development programs focused on practical classroom management strategies. 2. Schools should also provide more resources, including teaching materials and manageable class sizes, to support teachers in implementing effective practices. 3. Additionally, recruiting more trained teachers would help reduce the student-teacher ratio, enhancing classroom management effectiveness.