TEACHERS’ PROACTIVE BEHAVIOUR MANAGEMENT STRATEGIES FOR ETHICAL CLASSROOM MANAGEMENT IN SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

 This study ascertained the teachers’ proactive behaviour management strategies for ethical classroom management in secondary schools in Anambra State. One research question guided the study. The descriptive survey research design was employed in the study. Population for the study comprised 5,674 teachers from 259 public secondary schools in the 6 education zones in Anambra State. Sample size of the study constituted of 851 (15 percent) teachers from 207 (80 percent) public secondary schools in the 6 education zones selected using the stratified random sampling technique. A 7-item researcher-developed questionnaire structured on a 4-point scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) was used for data collection. The instrument was face validated by three experts from the Department of Educational Management and Policy, and one Measurement and Evaluation expert from the Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka. Reliability of the research instrument was established through a pilot-test carried out once on a single administration sampling 20 teachers in some selected 4 public secondary schools in Enugu State, which was not part of the study. Data collated after the pilot test were measured using Cronbach Alpha statistics which gave internal consistency reliability value of 0.80. The instrument was distributed to the respondents by the researcher with the help of five research assistants. Data collated were analyzed using mean scores rated at 2.50 and standard deviation statistics. The conclusion in the study was that reinforcement strategies were found essential for addressing and mitigating conflicts before they escalate, ensuring a stable learning environment. Based on the findings of the study, it was among others recommended that school administrators and educational authorities like the Post Primary Schools Service Commission (PPSSC) should provide continuous enhanced professional development programmes focusing on proactive behaviour management and classroom management skills, that will assist teachers in ensuring ethical classroom management.