An examination of the influence of teachers’ classroom management skills on students’ behavior in Ife Central Local Government Area, Osun State.
- Project Research
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- NGN 5000
Background of the Study
Effective classroom management is a fundamental aspect of the educational process, directly influencing student behavior and learning outcomes. In Ife Central Local Government Area, Osun State, the role of teachers in managing classroom dynamics is critical to maintaining a conducive learning environment (Adebayo, 2023). Classroom management skills, which include the ability to enforce rules, engage students, and resolve conflicts, are essential for reducing disruptive behavior and enhancing academic performance (Okeke, 2024). Research has shown that classrooms with strong management practices tend to foster better student discipline and improved behavioral outcomes (Ogunleye, 2025). This study examines the extent to which teachers’ classroom management skills influence student behavior. It investigates the relationship between effective management strategies and reductions in behavioral issues, as well as the impact on overall classroom climate. The research further explores the training and support mechanisms available to teachers, aiming to provide a comprehensive analysis that can inform future professional development and policy initiatives.
Statement of the Problem
Despite the critical importance of effective classroom management, many schools in Ife Central experience persistent behavioral problems among students (Adebayo, 2023). Inadequate management skills among teachers contribute to classroom disruptions and impede the learning process (Okeke, 2024). The absence of standardized training in classroom management further exacerbates these challenges, resulting in inconsistent enforcement of rules and varying student behavior outcomes. This study seeks to investigate how teachers’ classroom management skills influence student behavior and to identify strategies to improve classroom discipline (Ogunleye, 2025).
Objectives of the Study:
1. To assess the current classroom management skills of teachers.
2. To examine the impact of these skills on student behavior.
3. To propose strategies for improving classroom management practices.
Research Questions:
1. What classroom management strategies are employed by teachers in Ife Central?
2. How do these strategies affect student behavior?
3. What improvements can be made to enhance classroom discipline?
Research Hypotheses:
1. Effective classroom management is associated with reduced student behavioral issues.
2. Teachers with better management skills achieve improved classroom behavior.
3. Professional training in classroom management positively influences student outcomes.
Significance of the Study
This study is significant as it clarifies the relationship between teachers’ classroom management skills and student behavior in Ife Central. The findings will aid educators and administrators in developing targeted training programs, ultimately fostering a disciplined and conducive learning environment. The research contributes to educational best practices and policy reforms (Adebayo, 2023).
Scope and Limitations of the Study:
The study is limited to examining the influence of teachers’ classroom management skills on student behavior in Ife Central Local Government Area, Osun State. It does not consider external factors affecting behavior.
Definitions of Terms:
1. Classroom management: The strategies and techniques used by teachers to maintain a productive learning environment.
2. Student behavior: The actions and conduct of students within the classroom.
3. Disciplinary issues: Problems related to the adherence to rules and expectations in a classroom setting.
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