TEACHERS’ ETHICAL AND VALUE-BASED COMPETENCIES AS DETERMINANTS OF EFFECTIVE CLASSROOM MANAGEMENT IN BASIC EDUCATION SCHOOLS IN ANAMBRA STATE

Abstract

This study examined teachers’ ethical and value-based competencies as determinants of effective classroom management in basic education schools in Anambra State. Two research questions guided the study. The study adopted a descriptive survey research design. Population for the study comprised all the 12,598basic education teachers teaching in1,361 public primary and junior secondary schools within the six education zones in Anambra State. A sample size of 630 teachers were selected using stratified random sampling to ensure representation across different school levels (primary and junior secondary) and six education zones within Anambra State. Data were collected using a structured close-ended 22-item questionnaire,measured on a 4-point rating scale ranging from Strongly Agree (SA) – 4 points, Agree (A) – 3 points, Disagree (D) – 2 points, and Strongly Disagree (SD) – 1 point, in order to answer the two research questions. Both validity and reliability of the questionnaire was established. Data collected were analyzed using descriptive statistics (mean statistics and standard deviation statistics) to answer research questions regarding the extent of teachers’ ethical and valuebased competencies. Findings of the study revealed among others thatall theteachers’ ethical and valuebased competencies investigated were determinants of effective classroom management in basic education schools in Anambra State. Most of the teachers in basic education schools in Anambra State possessed substantial the ethical and value-based competencies that contributed positively to effective classroom management.Based on the findings, recommendations were proffered and among them included that education authorities such as the Anambra State Universal Basic Education Board (ASUBEB) and school management should organize continuous professional development programmes focusing on enhancing teachers’ ethical and value-based competencies for their effective classroom management in basic education schools in the State. Such training should be organized to equip teachers with practical skills to apply ethical principles and value orientations consistently in classroom management.