TEACHERS’ DISCIPLINARY APPROACHES AS CORRELATES OF CLASSROOM MANAGEMENT EFFECTIVENESS IN OWERRI EDUCATION ZONE I OF IMO STATE
Abstract
This study investigated the relationship between teachers' disciplinary approaches and classroom management effectiveness in Owerri Education Zone I of Imo State. A descriptive survey design was employed, and a sample of 120 teachers from 20 public secondary schools in the zone participated in the study. Data were collected using a standardized questionnaire and analyzed using Pearson Product Moment Correlation coefficient. The results revealed a significant positive relationship between teachers' disciplinary approaches and classroom management effectiveness. Specifically, the findings showed that teachers who employed positive disciplinary approaches, such as praise and reward, had more effective classroom management. The study concluded that teachers' disciplinary approaches are crucial correlates of classroom management effectiveness. It recommended that teachers should be trained on effective disciplinary approaches to enhance classroom management.References
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