SELF-REPORTED AND ACTUAL USE OF PROACTIVE AND REACTIVE CLASSROOM MANAGEMENT STRATEGIES AND THEIR RELATIONSHIP WITH TEACHER STRESS AND STUDENT BEHAVIOUR

ABSTRACT

This research study aims to explore the relationship between self-reported and actual use of proactive and reactive classroom management strategies and their impact on teacher stress and student behaviour, with particular reference to some selected Nigerian. Effective classroom management is crucial for creating a positive learning environment and promoting desirable student behaviours. Proactive strategies focus on preventing disruptive behaviours, while reactive strategies aim to address and manage them effectively. The study employed a survey design.  The instrument for data collection was a structured questionnaire titled Self-Reported and Actual Use of Proactive and Reactive Classroom Management Strategies and Their Relationship With Teacher Stress and Student Behaviour Questionnaire (ICMSB). The sample for the study consisted of 200 respondents. The research questions were answered using mean scores. Findings from the study indicated that classroom rules have a significant impact on student’s behaviour. Also, active monitoring has a significant impact on student’s behaviour. Also, effective communication has a significant impact on student’s behaviour. Furthermore, discipline has a significant impact on student’s behaviour. Based on the findings of the study, the following recommendations were made: teachers should execute their authority as the leaders of the classroom; teachers should monitor and be observant to know when learners’ behaviour becomes disruptive; communication should be made in clear language; and effective school discipline should be encouraged.

 

 

 

CHAPTER ONE

INTRODUCTION

• Background of the Study

Classroom management is a critical aspect of effective teaching and has a significant impact on both teacher stress levels and student behaviour. Classroom management is a concept that merges two distinct words: "classroom" and "management." The term "classroom," as defined by Akpakwu (2008), refers to the physical space enclosed by walls and a roof where a teacher gathers his or her students to impart instruction. Essentially, it functions as a haven for both educators and learners, facilitating interactive teaching and learning experiences. On the other hand, "management," as described by Idoko (2015), involves the efficient coordination of organizational resources using planning, organizing, directing, and controlling, all geared toward achieving organizational goals. Adeyemo (2012) posits that the ability of teachers to organise classrooms and manage the behaviour of their students is critical to achieving positive educational outcomes. Effective classroom management consists of teacher behaviour that produces a high level of involvement of students in the activities of the classroom and a minimum level of student behaviour that affects the teacher or other students as they interfere with their work and will often interfere with the efficient use of instructional time (Emmer & Stough, 2001).

Teachers employ various strategies to maintain a positive and productive learning environment, including proactive and reactive classroom management strategies. Proactive strategies involve setting clear expectations, establishing routines, and incorporating preventive measures to minimise disruptive behaviours. Reactive strategies, on the other hand, are employed in response to disruptive behaviours and aim to address and manage them effectively.

Effective. classroom management, according to Omomia and Austin (2014), consists of teacher behaviour that produces a high level of involvement of students in the activities of the classroom and a minimum level of student behaviour that affects the teacher or other students as they interfere with their work and will often interfere with the efficient use of instructional time. Effective teachers who are effective classroom managers will involve such activities in all aspects of their work as planned rules and procedures that are carefully and systematically taught to the students. According to Agbe and Odeh (2015), the task of classroom management is important both to the teacher and the school because the entire teaching and learning process in the school depends so much on it, which in turn affects the overall performance of the school. According to Agbe and Odeh (2015), there are several factors influencing classroom management, which include communication patterns, preventing disruptions (discipline), the use of interactive instruction, classroom rules, classroom arrangement strategy, positive reinforcement technique, active monitoring, lesson delivery in the class, planning, organising, leading, coordinating, directing, and positive reinforcement technique.

Teacher stress is a significant concern in the field of education and is closely linked to classroom management practices. High levels of stress can negatively affect teachers' well-being, job satisfaction, and instructional effectiveness (Kyriacou, 2001). The way teachers manage their classrooms can either contribute to or alleviate their stress levels. Effective classroom management strategies that reduce disruptive behaviours and create a positive learning environment can help reduce teacher stress (Brouwers & Tomic, 2000).

Furthermore, student behaviour plays a crucial role in classroom dynamics and the overall learning experience. Disruptive behaviours can hinder the learning process, negatively impact student engagement, and create a challenging environment for both teachers and students (Hawken, Vincent, & Schumann, 2008). Conversely, positive student behaviour fosters a supportive learning community that promotes academic achievement and social-emotional development (Lewis et al., 2006). According to Santrock (2004), factors responsible for disruptive behaviour from students include the teacher’s level of intelligence, subject matter mastery, and professional competence. These factors may determine the relationship with students, and success in behaviour may be influenced by the learner’s home.

Therefore, this study aims to investigate the self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. By examining both self-reported and observed practices, this study will provide a more accurate representation of the strategies employed by teachers and their impact on teacher stress and student behaviour. The findings will contribute to the existing literature and inform the development of evidence-based practices for effective classroom management, ultimately supporting teacher well-being and enhancing student outcomes.

1.2      Statement of the Problem

The classroom is a very important tool in the realisation of the school goals in particular and the educational goals in general. It requires the effort of the classroom teacher and the school administrators to ensure effective classroom management.

Embracing the essence of order in classroom management enables the teacher to apply all facets of discipline within the classroom. However, the inefficiency of the teacher's lack of proper leadership, direction, planning, supervision, cooperation, and coordination of the teaching-learning process and sitting arrangements will lead to disruptive behaviour from students.  To effectively manage or control student’s behaviour. While numerous studies have explored the relationship between classroom management strategies, teacher stress, and student behaviour, there is still a need for further investigation into the self-reported and actual use of proactive and reactive strategies. Existing research often relies on self-report measures, which might not accurately reflect the actual implementation of strategies in the classroom. It is essential to examine the alignment between teachers' reported strategies and their observed practices to gain a comprehensive understanding of the impact on teacher stress and student behaviour.

1.3 Research Questions

The following research questions will guide the study:

1. What are the self-reported proactive and reactive classroom management strategies used by teachers?
2. What is the impact of classroom rules on student’s behaviour in Nigeria?
3. What is the impact of active monitoring on student’s behaviour in Nigeria?
4. What is the impact of communication patterns on student’s behaviour in Nigeria?
5. What is the impact of discipline on student’s behaviour in Nigeria?

1.4 Objectives

The main objectives of this study are as follows:

1. To identify the self-reported proactive and reactive classroom management strategies used by teachers.
2. Determine the impact of classroom rules on student’s behaviour in Nigeria.
3. Ascertain the impact of active monitoring on student behaviour in Nigeria.
4. Assess the impact of communication patterns on student’s behaviour in Nigeria.
5. Determine the impact of discipline on student behaviour in Nigeria.

1.5 Significance of the Study

This study will contribute to the existing body of knowledge by providing insights into the relationship between self-reported and actual use of proactive and reactive classroom management strategies. By examining the impact on teacher stress and student behaviour, the findings can inform the development of evidence-based practices for effective classroom management.

Understanding the alignment between self-reported and observed practices will help identify potential discrepancies and provide recommendations for supporting teachers in implementing strategies that align with their intended practices. Furthermore, the study's findings can guide professional development programmes and policy initiatives aimed at improving the classroom environment and enhancing teacher well-being and student outcomes.

1.6 Scope of study

 

The scope of the study encompasses the investigation of the self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. The study is limited to the impact of classroom management on student behaviour, with particular reference to some selected Nigerians. The variables under investigation in this area are the impact of classroom rules on students’ behaviour, the impact of active monitoring on students’ behaviour, the impact of communication patterns on students’ behaviour, and the impact of discipline on students’ behaviour. The study will cover selected Nigerians.

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