Teachers’ Classroom Management Skills and Instructional Quality in Public Secondary Schools in Ibadan Metropolis, Nigeria

Abstract

The objective of this study was to find out the teachers’ classroom management skill and its relationship with instructional quality.  A descriptive survey design was adopted, and a census sampling approach was used to include all 500 public secondary school teachers in Ibadan Metropolis, comprising 52% male and 48% female respondents. Data were collected using a researcher-developed questionnaire with a reliability coefficient of α = 0.82. Descriptive statistics, Chi-square tests, and multiple regression utilized to analyze data at 0.05 level of significance Effective classroom management is shown through the use of purposeful classroom talk, developing students’ responsibility, teacher passion for classroom activities, and avoiding corporal punishment were the findings of the study.  Findings reported chi-square results classroom management and instructional quality yielded significant association with the relation χ² = 42.318, df = 4 and p < .001. So, student engagement and instructional quality also resulted in significant association with the outcome χ² = 36.547, df = 4 and p < .001. Moreover, discipline management and instructional quality have also significant association as evidenced by χ² = 28.904, df = 4 and p < .001. Regression analysis indicated that professionalism (β = 0.287, p = .001) and years of teaching experience (β = 0.215, p < .001) were significant predictors of instructional quality, whereas educational qualification was not significant (β = −0.033, p = .714). The model was able to explain 26.2% of the variance in instructional quality (R2 = .262; F 3,496 = 58.43, p < .001). It can be concluded that the effective classroom management, professional attitude, and teaching experience can improve instructional quality. This advises ongoing professional development, mentoring for novice teachers, and emphasis on in-class performance as opposed to a paper qualification.