Principals’ perception of teachers’ classroom management effectiveness in public secondary schools in Ondo state, Nigeria

The study examined Principals’ Perception of classroom management effectiveness in Ondo State Public Secondary Schools with regards to classroom preparation, instructional preparation and presentation, and behavior management. Seventy two (72) principals were selected through purposive and proportionate random sampling techniques to reflect location, gender and experience. A self constructed questionnaire which was validated and subsequently subjected to test and retest method with a reliability coefficient of r= 0.77 was used. Data were analysed using Pearson Product Moment correlation and t-test statistical analyses. The study revealed that there is a significant relationship between classroom management effectiveness of teachers and student academic performance. It was further discovered that significant difference occurs in classroom management effectiveness of teachers in urban and rural public secondary schools in Ondo State, Nigeria. Again, it was found that variation occurs in male and female principal’s perception of classroom management effectiveness of teachers in Ondo State public secondary schools. From the findings, it was recommended that the school principal as the overall manager at the school level should endeavour to provide enabling administrative and pedagogical environments that increase the operational autonomy of the teacher to be able to structure the various forces of the classroom and its environments to meet students’ learning needs. The programmes of teacher education at the Universities and the Colleges of Education should be reviewed to transcend the boundary of seating arrangement, pedagogy and content mastery to other aspects of classroom management like integrity cultivation and behavior management.