Teachers’ classroom management practices in early childhood centres in Asutifi North District

Abstract

The purpose of this study was to investigate teacher classroom management practices in early childhood education centers in Asutifi North District. The study used case study design. A total number of eight (8) participants were sampled for the study. Purposive sampling technique was used in selecting the participants for the study. Semi-structured interview guide and observational guide (Checklist) were used as data collection instruments. Thematic and content analysis were used to analyse the collected data. The study revealed that some teachers exhibited a profound understanding of child development and principles of effective behaviour management. Teachers who possessed in-depth knowledge created a conducive learning environment and adapt to the diverse needs of their learners. It was also revealed that wellorganized seating layouts positively impact learner engagement and behaviour where classrooms with flexible and adaptable seating arrangements tend to create a positive learning environment. Also, effective communication of rules and expectations was a priority in creating a structured and respectful learning environment as well as combination of reinforcement and consequences was used to enforce rules, maintaining consistency in rule enforcement. The study further revealed creation of physical layout to promote interaction, accommodate individual learner needs, and align with educational goals coupled with wellorganized seating arrangements, group discussion areas, and personalized spaces enhance learners’ interaction and engagement. The study therefore recommends that Asutifi North Educational Directorate should engage early childhood teachers in professional training and workshops to equip them with the necessary classroom management practices as well as the adoption of best practices in setting and enforcing rules in early childhood centers in the Asutifi North District. It was also recommended that, teachers in the Asutifi North District should employ diverse strategies to organize the physical classroom space, emphasizing flexibility, adaptability, and alignment with educational goals.