TRAINING BACKGROUND AND STRATEGIES IN CLASSROOM MANAGEMENT IN PRIVATE NURSERY/PRIMARY SCHOOLS
ABSTRACT
This study looked at the training background and classroom management strategies in nursery and primary schools in Lagos State’s District 2, Ikeja Local Government Area. Relevant literatures were reviewed under sub-headings in this study.
With the help of a questionnaire and a sampling technique, the descriptive research survey was used to assess the respondents’ opinions. In this study, 150 (one hundred and fifty) respondents were chosen and used. They consisted of (75 males and 75 females).
Six (6) research questions focused on the following: Is there a relationship between professionally trained teachers and classroom management?; How effective are classroom management strategies used by teachers in private nursery/primary schools? Is there a difference in classroom management style between men and women? What mode/style of classroom management predominates in the sampled schools? and What factors work against good classroom management in private schools? This study raised a number of issues.
In this study, four (4) null hypotheses were developed and tested using the Pearson Product Moment Correlational Statistical tool and the independent t-test tool at the 0.05 level of significance.
The following findings emerged from the analyses: there is a significant relationship between professionally trained teachers and the mode of classroom management in schools, qualified teachers manage classrooms better than non-qualified teachers, no significant gender difference exists in classroom management of teachers in private nursery and primary schools, and no significant difference exists in the strategies adopted by teachers in both public and private schools.
CHAPTER ONE
INTRODUCTION
1.1The Study’s Background
Although there is no universally accepted definition of classroom management, Evertson and Weinstein (2006)’s framework represents a current and widely accepted viewpoint. Classroom management, according to Evertson and Weinstein, has two distinct goals: “it not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, but it also aims to enhance student social and moral growth.”
Classroom management, also known as classroom discipline, has been a priority for teachers for nearly 40 years, or as long as opinion polls on educational priorities have been conducted. For example, classroom management/school discipline has consistently been cited as a major issue in the Gallup Poll designed to assess perceptions of public education (Rose & Gallup, 2006).
The American Psychological Association (APA) conducted a survey of Pre-K through 12th grade teachers in 2006, and teachers identified help with classroom management and instructional skills as their top need. The results of over 2300 responses revealed that teachers desired assistance with classroom management due to concerns about student safety and a desire for effective strategies to deal with students’ negative and/or disruptive behaviors.
Primary education is the first stage of education, with the basic goal of creating, establishing, and providing opportunities for all children, regardless of age, gender, or country of origin, to achieve a balanced cognitive, emotional, and psychomotor development.
Pre-Primary Education is required for all children who have reached the age of four years and eight months by September 1st of the year in which their tuition is to begin.
Primary education is required for all children who have reached the age of five years and eight months. Although the majority of preschools and kindergartens are privately owned, they must register with the government and adhere to federal guidelines.
Preschools and kindergartens are typically very expensive, so only the wealthy can afford to send their children there. In the early 1990s, the federal government launched an early childhood care and development education (ECCDE) program, but rapid changes in political events stymied its progress.
Only 4.7 percent of preschool children had some preprimary education in 1991. Children from the community were encouraged to participate in the program. As part of their support for the UBE program, some communities began constructing their own nursery and preschool facilities in 2001, using federal funds as well as international grants and loans.
With UNICEF assistance, a program was developed that focused on how the Ministry could transfer those aspects of the nursery situation that enhanced learning to the first level of primary school. The program’s main component was thus the training of 100 Infant Field Officers (IFOs) in classroom management,
learning about children’s rights, communication skills, making classroom aids, and items to supplement reading skills. The training was conducted in three batches, with participants drawn from all of the country’s administrative regions as well as Georgetown.
Following the training, participants were expected to return to their schools and conduct staff development sessions, not only within their own school, but also within the cluster of schools in their communities, in order to achieve a multiplier effect. This project is now being evaluated in order to determine the program’s impact. UNICEF is one of the most important sources of funding for early childhood development.
UNICEF was also instrumental in the design and implementation of cumulative record cards, which will now accompany children as they progress from the nursery to the primary grades. Wall graphics for reading and language development, curriculum guides, and teacher manuals were also printed and are now available in all schools. This has resulted in the implementation of a standardized timetable for nursery schools across the country.
A review of the data in the Ministry of Education’s statistical digests reveals that slightly more than 30% of nursery school teachers are trained. Continuous efforts have been made to keep this training going. The CPCE not only offers a two-year nursery teacher training program, but the University of Guyana also offers a B.Ed. in Early Childhood Education.
The Ministry of Education also identified teachers to be trained as Nursery Field Officers (typically the Heads of Nursery Schools), and weekly workshops were launched. To date, four (4) batches of Nursery Field Officers have been trained, and the nursery level has eighty-five (85) Field Officers spread across the Regions.
These Nursery Field Officers, in turn, conduct workshops within their own Regions to help their colleagues improve their skills. Despite these increased training opportunities, the percentage of trained teachers has not increased significantly. Some are lost to the primary level, where promotional opportunities may be perceived to be better, and others to the private sector after training.
1.2 Problem Statement
Some are concerned that the proportion of trained teachers, particularly trained graduates, will decline in the future. Teachers’ salaries and working conditions are not competitive with those offered by the private sector or
opportunities outside of the private sector, and the education sector has lost many teachers due to migration over the last two decades. The number of people leaving had slowed significantly in the early years of the decade, but has since increased as opportunities in Africa and other parts of Nigeria have opened up.
Regardless of the importance that must be placed on primary education due to its critical role in the acquisition of basic education, it is also critical to recognize the interdependence that must exist among the various levels of the educational system.
Up and down the system, one level feeds the other. Today’s unqualified or under-qualified teachers are the result of classrooms from yesterday. The country cannot afford to wait ten years to see improvements in the functional literacy levels of today’s six-year-olds while simultaneously increasing its stock of functionally illiterate out-of-school youth and adults.
To break the cycle, emphasis will be placed throughout the system on ensuring appropriate literacy and numeracy skills. Illiteracy will be attacked from a variety of angles. This will include testing for literacy levels and the development of remedial programs well in advance of classroom management.
1.3 The study’s objectives
Among the specific objectives would be the following:
Many people would like to believe that classroom management issues have no effect on children in the classroom, but it is clear that they do. This project aims to address these concerns.
i. To provide teachers with all of the knowledge they need to manage schoolchildren in order to help them develop physically, cognitively, linguistically, socially, and emotionally.
ii. To support training and development techniques that will facilitate and create opportunities for skill application in management classrooms.
iii. To develop and train trained human resources, as well as to effectively support them in their work in early childhood care and education.
iv. Teachers who are concerned with classroom management are usually dealing with current discipline issues and preventing them.
1.4 Hypotheses for research
The following hypotheses will be put to the test:
i. There is a significant relationship between teachers’ required knowledge of classroom management and student development in terms of physical, cognitive, language, social, and emotional growth.
ii. There is a significant relationship between training trained human resources and supporting effective work in early childhood education care.
iii. There is a significant relationship between s training/development techniques and opportunities to facilitate the application of skills in classroom management.
iv. Teachers who are concerned with classroom management are usually dealing with current discipline issues and preventing them.
1.5 Research Issues
I Is there any knowledge required for teachers in school management that will aid children’s development through physical, cognitive, language, social, and emotional growth?
(ii) Implement training and development techniques that will facilitate and create opportunities for skill application in management classrooms.
(iii) If trained human resources are effectively supported in their work in early childhood care and education of children.
(iv) If the impact of teachers concerned with classroom management will typically deal with problems and how to prevent them.
1.6 The study’s significance
I The study will aid in the review of the system’s management classroom curricula, as well as its teaching and learning materials, with regard to gender considerations, and appropriate revisions will be made.
(ii) The Ministry of Education will develop monitoring tools and mechanisms to track the treatment of gender issues in the school system and provide relevant feedback to school administrators and teachers.
(iii) A better starting point for policymakers and planners in terms of education on systematic classroom management procedures.
(iv) The research will aid in the development and implementation of policies that will improve classroom management for the benefit of effective teaching in the classroom.
(v) Training programs for school administrators, central educational authorities, and regional officials will be expanded and made more widely available.
(vi) Special orientation and training programs for newly appointed teaching officials will be implemented.
(vii) Similarly, mechanisms for involving representatives of local communities and regions in overall education planning and delivery, including curriculum issues, will be developed.
1.7 Definitions of Terms
Training refers to the act of instructing and practicing an individual or a worker in order to bring them to a specific standard of behavior, efficiency, or physical condition.
A large class is one in which there is an overcrowding in a given classroom setting. It is the high teacher-to-student ratio in the classroom.
Small Class Size: This refers to a small and manageable classroom situation for the teacher. It represents a low and moderate teacher-to-student ratio.
Teaching Effectiveness: This refers to an effective teaching method in the school system, one that serves the purpose and goal of teaching and learning.
A teacher is a trained professional in the field of education who assists pupils, students, or learners in learning.
Teaching Aids: In this study, teaching aids are resources that are used to help students transfer information. It is also referred to as instructional material.
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TRAINING BACKGROUND AND STRATEGIES IN CLASSROOM MANAGEMENT IN PRIVATE NURSERY/PRIMARY SCHOOLS
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