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(A Study of Rimi College, Kaduna)



1.1 The Study’s Background

Positive learning environments are created through classroom management. However, the concept of a positive learning environment is both wide and ambiguous.

Despite educators’ worries about the nature of classroom learning environments, few recent research have looked into instructors’ expertise or classroom management practises in positive learning environments. As a result, there is a lack of understanding about how teachers might promote both engaged learning and pleasant social connection. (Oakes, 2009).

Many writers and researchers have advised educators to take larger and more comprehensive perspectives on classroom management issues. (Jones, 2006).

“At its best,” Jones argues, “classroom management is not only a means of effective instruction; it has also become a vehicle for providing students with a sense of community and increased skills in interpersonal communication, conflict management, and self control.”

Nonetheless, a paucity of current empirical evidence has left educators in the dark about what knowledge and practises instructors use in building and managing socially complex learning environments. It’s as if educators knew the plans for a house but not the tools needed to build it.

As a result, educators’ efforts to give potential teachers with the necessary tools to realise their goals for creating a pleasant learning environment are limited. Against this backdrop, the researchers regard the topic of their study as an empirical issue deserving of examination.

1.2 Problem Identification

The difficulties that new teachers face in dealing with the intricacies of teaching and the social immediacy of the classroom are significant. Because of the dynamic nature of education, most teachers are constrained by classroom management. On the other side, the complexity of the classroom setting impedes instruction since beginning teachers believe that classroom management is difficult.

This is a barrier to effective positive learning environment planning. As a result, the topic: The function of instructors in classroom management is seen as an empirical issue deserving of inquiry.

1.3 The Study’s Objective

The primary goal of this study is to investigate the function of the teacher in classroom management; the specific goals are as follows:

i. To investigate the role of the instructor in classroom management.

ii. Determine the impact of classroom management on student achievement at Rimi College in Kaduna.

iii. To investigate how classroom management affects development setting in Rimi College, Kaduna.

iv. To identify the issue impeding classroom management at Rimi College in Kaduna.

1.4 Importance of the Research

The importance of a study of this magnitude cannot be overstated; local government education departments, state and federal ministries of education involved in policy formulation and implementation, school management, incoming students, and above all, teachers and researchers will find this extremely important, especially if the findings are used.

The findings of this study can be used as a basis for enacting policies that will effectively improve the quality of classroom management and educational standards by local government departments as well as state and federal ministries of education engaged in policy formulation and implementation.

The findings of this study can also be used by school administrators to develop strategies for running their schools more effectively.

It should be highlighted that this research is of intellectual significance. As a result, teachers, students conducting research comparable to the current study, and other academics who may choose to utilise this work as a reference or a springboard for their own research will find this study valuable.

1.5 Research Concerns

The study will be guided by the following research questions:

i. What are the teacher’s responsibilities in classroom management at Rimi College in Kaduna?

ii. How effective is classroom management in improving student achievement at Rimi College Kaduna?

iii. What effect does classroom management have on development setting at Rimi College Kaduna?

iv. What are the challenges confronting classroom managers at Rimi College Kaduna?

1.6 The Study’s Scope

The study’s scope includes an empirical evaluation of teachers’ roles in classroom management at Rimi College Kaduna, as well as the duties of instructors in classroom management.

The study also looks at the impact of classroom management on student accomplishment at Rimi College Kaduna, as well as the impact of classroom management on development and the obstacles to classroom management at Rimi College.

1.7 Glossary of Terms

In school, a teacher is a lesson instructor and a class management. (Okoh, 2002).

The process of developing and executing educational policies in schools is known as educational leadership. (Bolam, 1999).

School management is the process of getting things done in order to attain a school goal by planning, organizing, coordinating, and monitoring school activities.

Classroom management involves the planning and implementation of rules and procedures in schools, as well as disciplinary interventions and teacher-student relationships.

Educational Policy: A policy is a government declaration on education.

Head Teacher: A primary school teacher in charge.

Administration is the act of planning, arranging, and coordinating human and material resources in primary school in order to implement government policy.

Teachers Education: The training and retraining of teachers through additional courses at a higher learning institution.

Transformational leadership is a leadership approach that completely transforms previous techniques into newer, more effective techniques.

Teachers’ Knowledge: Information, comprehension, and abilities acquired by teachers through education or experience.

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